六年级上册英语教案

1、钟村锦绣小学2010学年上学期六年级英语上册教案MODULE 1UNIT 1一、单元教学目标1、 认知目标：词语：1、能认读下列单词和习惯用语：（1） flag capital America excellent（2） national flag, the capital of 2、 能听懂、说出、读出下列单词和词组：nation national flag Italian Italy Rome Paris Washington DC New York Tokyo Wellington Sydney Canberra 3、 在交际中能初步运用单词和习惯用语：句型：1复习巩固下列句型：Look

2、at 2、掌握下列句型：What national flag is it?Whats the capital of .?. is bigger than .is the biggest .3. 环保教育二、单元教学重点1、 掌握本单元要求应用的单词16个，词组和习惯用语12个。2、 掌握要求应用的4个句型。3、 学会描述某个地方。五、单元教学难点1 对于国籍和首都的掌握2 对于比较级和最高级的掌握六、教学策略 由于本单元是谈论国家城市，然后扩展到名胜的学习，配合图片等，创设情景引入，引导七、媒体的选择与设计 实物、图片（含课本挂图和插图）、投影片、录音带。媒体设计内容与要求请参考各课的“教学媒

3、体与练习内容”部分。六、教学步骤1、 Revision (3 minutes)(1) Greet the Ss.2、 presentation(18 minutes )(1) Display the city. Help the Ss to learn the new words : city, capital, national flag(2) Have the Ss practice asking and answering the sentences . Listen to the tape again and ask the Ss to finish the exercise .3、

4、Drills (4mins)Have the Ss read the new words and the conversation in chorus , then in half , in rows or in pairs .4、 Language points(8 mine)5.Practise (5mins)(1) Have the Ss read aloud the conversation in Part 16 in two groups .(2) Have the Ss read aloud the conversation again in two groups .5、 Home

5、work assignment (2mins)(1) Get the Ss to finish off the exercises for this period in activity book after class period .(2) Ask the Ss to recite the conversation in Part 16 and get ready to act out in next period .The 2nd period.三、教学目标（一） 认识目标1、 复习学过的以下句型2、 初步掌握以下单词China-Beijing the UK-London the USA

6、-Washington DC Australia-Canberra （二） 思想情感目标（三） 能力发展目标四、教学重点1、在模拟交际中能初步单词 五、教学难点六、教学步骤1、 Revision(8mins)(1) Greet the Ss .(2) Have some pairs act out the conversation in Part 1.1 of Lesson 17.2、Practice(15mins)(1)Have the Ss practice the conversation of Part 2 in pairs .3、Homework assignment(2mins)(

7、1) Get the Ss to finish off the exercises for this period in Book 1B and 1C after class. The third lesson三、教学目标（一） 认识目标1、 复习第17可学过的句型：Whats the date today ?2、 能听懂、说出、读出单词：(二)思想情感目标（三）能力发展目标四、教学重点1、 在模拟交际中能初步运用以下单词、短语：（1） mind , should , card , idea （2） Never mind ! the day after tomorrow 2、 掌握以下句型：（

8、1） Im going to buy a present for him .（2） Is he gong to be twelve or thirteen.五、教学难点be going to +动词原形六、教学步骤1、 Revision(8mins)(1) Greet the Ss .(2) Have some Ss act out Part 2of Lesson 17 in pairs . 2Presentation.3 .Language points4 .Drills5Homework assignment (2mins)Get the Ss to finish off the exer

9、cises for this period in Book 1Band 1Cafter class. MODULE 2三、教学目标（1）认识目标1、复习小学学过的以下句型：What day is it today ?2、复习第17可学过的句型：Whats the date today ?(二)思想情感目标（三）能力发展目标四、教学重点1、 在模拟交际中能初步运用以下习惯用语：Whats the date today?五、教学难点六、教学步骤1、 Revision(8mins)(1) Greet the Ss .(2) Have some pairs of Ss act out the conv

10、ersation in Part 1 of Lesson 18.2、 Practice (15mins )(1) Books open . Have the Ss practice the conversations of Part 2.1 in pairs .3、 Sound families (10mins )(1) have the Ss do the exercises in Part 4.1.(2) have the Ss do the exercises in Part 4.3 and check their answers .4、 Homework assignment (2mi

11、ns)(1) Ask the Ss to recite the conversations of Part 3 in Lesson 18 and get ready to act out in next period . (2) Ask the Ss to preview Lesson 19.三、教学目标（1）认识目标1、复习以下句型：（1） Whats the date today /（2） What day is the Childrens Day this year?(二)思想情感目标（三）能力发展目标四、教学重点日期的写法和读法五、教学难点两种表示日期的不同方法对比。七、教学步骤1、

12、Revision (8mins)(1) Greet the Ss .(2) Have some pairs of Ss come out to the front and act out the conversations in Part 3 of Lesson 18.2、 Practice (10mins)(1) Ask the Ss to check their answers .(2) Have the Ss tell the main parts of an English letter .3、 Language points 4、 (1)love +doing 5、 Homework

13、 assignment(2mins)(1) Ger the Ss to finish off the exercises for this period in Book 1Band 1C after class.(2) Ask the Ss to preview Parts 2 and 3 of Lesson 19. The 6th period 三、教学目标（1）认识目标1、熟练掌握be going to +动词原形的用法。1、 掌握专有名词的概念及写法。(二)思想情感目标（三）能力发展目标四、教学重点1、 专有名词的分类及写法。五、教学难点转有名词的概念及其分类。六、教学步骤1、 Revi

14、sion (1) Greet the Ss .2、 Presentation and practice (1) Have some pairs come out and act out .(2) Have the Ss notice the classifications and the features of proper nouns.2、 Homework assignment Ask the Ss to preview The 7th period三、教学目标（1）认识目标1、能认读单词和习惯用语。2了解不同国家的不同节日及风俗习惯,节日前要搞清洁卫生，保持室内外干净过节日。(二)思想情

15、感目标（三）能力发展目标四、教学重点提高学生综合运用语言知识和语言技能的能力。五、教学难点1、 专有名词的首字母要大写。2、 介词on/in/at/的用法。六、教学步骤1、 Revision(1) Greet the Ss(2) Look at the picture and guess the festivals(3) Learn the new words(图片显示植树的情景，学习植树节，并对学生进行教育。)2、 Practice 1(1) Have the Ss check their answers .(2) What are you go to do at these festiva

16、ls?(当过节的时候，注意公共卫生，不要随地乱丢垃圾，购物时多用环保袋)3、 Homework assignment (1)Get the Ss to finish off the exercises for this period in Book 1B and 1C after class. .Module 3 On the Telephone教学内容分析： 本Module的话题是On the Telephone。本Module分为Unit 10 May I Speak to Miss White? Unit 11 Whos calling?和Unit 12 Lets Go Further.

17、三个unit。本单元的主要语言点是1. 能用英语在电话中进行交流。如May I speak to ? Speaking. Wrong number. Can I take a message?等。2. 能正确说出过去的一些状况或活动，掌握一般过去时态一些简单的一般疑问句及其回答，He/She was in the classroom. They were bored. Was Janet at school yesterday? Yes, she was. / No, she asnt. Were the pupils in the library at nine this morning?

18、Yes, they were. / No, they werent. Did the children have a science lesson yesterday afternoon? Yes, they did. / No, they didnt. Will she be free in the afternoon? No, she wont. Yes, she will be free at a quarter to two. 由于学生在五年级的下学期已经对打电话用话有一定的认识，所以对新增加的打电话用话会比较容易理解，而且这些用语贴近他们的日常生活，能运用到日常生活中，相对来说比较容

19、易掌握。而本单元一个重点内容是一般过去时，学生在以往的学习中已经学过的现在进行时，一般现在时和一般将来时，再学习这个一般过去时会增加了学习的难度，学生会容易把这四个时态混乱，因此在教学时要注意减轻难度，帮助学生对比理解掌握。Unit 10和Unit 11对话 的内容情景性强，容易激发学生的学习兴趣。教学种应当充分结合情景，从听说入手，反复操练，并在实践中进行交际。Unit 12中有一个非常有趣的故事，能很好地提高学生的兴趣和吸引学生的注意力。另外根据教材的内容可以灵活安排和调整教材的顺序。教学对象及教法、学法分析：1情景教学容易激发学生的兴趣，消除学生的紧张情绪，因此在教学中要注意创设情景，吸

20、引学生积极参与教学活动，提高学生的学习兴趣。2在教学中应当尽量避免机械性的语言操练，多设计学生感兴趣的活动，例如：game ,song , story, chant, 等。 3.根据小孩子Learning by doing，having fun等天性和本单元教材特点，在教学中可运用TPR教学短语，以减轻这些短语对学生的困难，从而提高教学效率。教学目标：语言知识目标：1) 单词：（见单词表）2) 句型：He/She was in the classroom. They were bored. Was Janet at school yesterday? Yes, she was. / No, s

21、he wasnt. Were the pupils in the library at nine this morning? Yes, they were. / No, they werent. Did the children have a science lesson yesterday afternoon? Yes, they did. / No, they didnt. Will she be free in the afternoon? No, she wont. Yes, she will be free at a quarter to two.3）日常用语：This is spe

22、aking. Speaking. Whos calling ? Its Ben here.语言技能目标： （1）能正确使用电话用语； （2）能正确说出过去的一些状况或活动。情感态度目标：通过参与本节课的学习，培养学生参与课堂教学活动的兴趣和积极性，以及培养学生的交际能力和增强他们的学习自信心。学习策略目标：学习如何与别人相互合作，互相帮助，共同去解决问题。文化意识：学科名称， 如：Chinese, maths, English, PE, music, art, science。Unit 10 May I Speak to Miss White?第一课时教学内容：Dialogue教学过程：Mod

23、ule 4 The Past教学内容分析：本Module的话题是the past。本Module分为Unit 13 What Did You Do Yesterday? Unit 14 What was Judys Old School Like?和Unit 15 Lets Go Further.三个unit。本单元的主要语言点是1.Can talk about the thing happened in the past. 2. Can name some animals.3. Can talk about what animals we like.由于学生在上一单元已经对一般过去时有了点点

24、的理解，所以在本单元教学一般过去时时要运用对比的方法，把一般过去时和已经学过的时态进行对比学习。在教学中应当充分结合情景，从听说入手，反复操练，并在实践中进行交际。另外还是注意动词的变化，包括规则和不规则的动词。特别是不规则动词的变化要时常提醒学生。Unit 15中有一个非常有趣的故事，能很好地提高学生的兴趣和吸引学生的注意力。另外根据教材的内容可以灵活安排和调整教材的顺序。教学对象及教法、学法分析：1情景教学容易激发学生的兴趣，消除学生的紧张情绪，而且贴近学生的日常生活，加大学生学习语言用运用语言的能力，因此在教学中结合情景教学。2在教学中应当运用对比教学时态，让学生更容易掌握知识。 3.根

25、据小孩子Learning by doing，having fun等天性和本单元教材特点，在教学中可运用TPR教学短语，以减轻这些短语对学生的困难，从而提高教学效率。教学目标：语言知识目标：1、语音： 总结并学会（第65页）音素、音标。 2、句型： Who called me this morning. Where was your old school? What did Judys old school look like? How did you get home? Was her old timetable different from the new one? 3、日常用语：Its y

26、our turn now. Excellent.、功能及语法项目： （1）一般过去时态； （2）日期表达方法（复习）。 、技能： （1）能用动词过去式描述和谈论过去的事情； （2）能用What, When, Where, How, Who等询问过去的事情。 、文化知识： 了解外国学生学习活动与我们的一些异同。复习教案：第七册教材分析 一、教学资源： 名称Names 内容Contents 使用者Who use it? 1. 课本 (Textbook) 课文与练习 教师、学生共用 2. 活动手册 (Activity book) 听说读写的练习 教师、学生共用 3. 教师用书 (Teachers B

27、ook) 1、教学要求； 2、教学建议； 3、教学资源(如：活动手册听力材料、教学简笔画、歌曲等); 教师用 4. 投影片 (Film for reflector) 课文及部分练习 教师用 5. 录音带 (Tape) 课文录音、练习录音、歌曲录音 教师、学生共用 二、本教材主要的教学内容： （一）语音项目： 重点掌握音标的使用。 （二）有关话题： 1计划 (plans); 2、假日活动 (activities on holiday); 3、国家 (countries); 4、城市 (cities); 5、国旗 (national flags); 6、标志性建筑 (landmarks); 7、过

28、去 (the past); 8、节日 (festivals) （三）功能意念项目： 1、邀请、建议及应答； 2、打电话 （四）语法项目： 1、一般将来时及时态复习 2、一般过去时 3、复习对比语言结构 小学阶段的英语语言结构可考虑归纳如下：To be: 肯定句 否定句 一般疑问句 一般现在 I am We/You/They are He/She/It is I am not We/You/They arent He/She/It isnt Am I ? Are we/you/they ? Is he/she/it? 一般将来 I will be (am going to be) We/You/

29、They will be (are going to be) He/She/It will be (is going to be) I wont be (am not going to be) We/You/They wont be (arent going to be) He/She/It wont be (isnt going to be) Will/Shall we/I? Am I going to be ? Will you/we/they/ he/she/it? Will you/we/they be? Are we/they/you going to be? Is he/she/i

30、t going to be? 一般过去 I/He/She/It was We/You/They were I/He/She/It wasnt We/You/They werent Was I/he/she/it? Were we/you/they ? There be: 肯定句 否定句 一般疑问句 一般现在 There is/are There isnt/arent. Is/Are there? 一般将来 There is/are going to be There will be There isnt/arent going to be There wont be Will there be

31、 ? Are there going to ? 一般过去 There was There were There wasnt There werent Was/Were there? To do (行为动词以work为例) 一般现在 I/We/You/They work He/She/It works I/We/You/They dont work He/She/It doesnt work Do I/you/we/they work? Does he/she/it work? 现在进行时 I am working We/You/They are working He/She/It is wor

32、king I am not working We/You/They arent working He/She/It isnt working Am I working? Are you/we/they working? Is he/she/it working? 一般将来 I/We/You/He/She/It/They will work Im going to work We/You/They are going to work He/She/It is going to work I/We/You/He/She/It/They wont work Im not going to work

33、We/You/They arent going to work He/She/It isnt going to work Will I/we/you/ they/he/she/it work? Am I going to work? Are you/we/they going to work ? Is he/she going to work? 一般过去 I/We/You/They/He/ She/It worked I/We/You/They/He/ She/It didnt work Did I/we/you/they/ /he/she/it work ? 特殊疑问句： 1) who Wh

34、o is/is going to be/will be/was there? Who is cleaning the room？ Who cleaned the room？ 2) what What does he/she/it eat? What do we/you/they eat? What is he/she/it doing? What are we/they doing? What will they do? What is he/she/it going to do? What are we/they/you going to do? What did I/he/she/we/y

35、ou/they do？ What time/day is/was it? What is/was the date? What shape/city/ is/was this/that/it? What shapes/cities/ are/were these/those/they? 3) where Where does he/she/it live? Where do we/you/they live? Where is he/she/it playing? Where are we/they playing? Where will /we/you they play? Where is

36、 he/she/it going to play? Where are we/they/you going to play? Where did I/he/she/we/you/they play？ 4) when When does he/she/it go there? When do we/you/they go there? When will /we/you they go there? When is he/she/it going to work there? When are we/they/you going to work there? When did I/he/she/

37、we/you/they work there？ 4) how How are/were you/they? How is/was he/she How does he/she/it get there? How do we/you/they get there? How is he/she/it working? How are we/they working? How will /we/you/they work? How is he/she/it going to work? How are we/you/they going to work? How did I/he/she/it/we

38、/you/they work？ How often do/did you/they come here? How often does/did he/she/it come here? How many books are there in the bag? How many pupils will be/are going to be there? How many pupils were there yesterday? How many balls do we/you/they have? How many balls does he/she/it have? How many ball

39、s did we/you/he/she/it/they have? How much is the skirt? How much are the trousers? How much water is there in the glass? How much water will there be/is there going to be? How much water was there in the glass? How much rice you have? How much rice will he/is he going to have? How much rice will yo

40、u/are you going to have? How much rice did he have? How old is/was he/she? How old are/were you/they? 5) whose Whose is the pen? Whose are the pens? Whose father is a teacher? Whose friends works here. Whose mother is coming? Whose teacher will/is going to help us? Whose friend helped you? 6) which

41、Which is your pen, this one or that one? Which cups are yours? Which book do you/they like? Which sports does he/she play? Which sport did you/he/she/they like? 7) why Why do/did you/they go there? Why does/did he/she go there? 三、教材（课本）结构： 共有七个模块（Module），其中第七模块是复习。其余每模块有三个单元（Unit）。每个模块各部分分别是： 第一单元：(

42、The 1st Unit) 首页：1、主图：引导学生注意本模块的主要话题和教学内容；激发学习动机； 2、图下句子：引语，过度到教学内容，引发学生思考的用语。 Dialogue：课文，教学的主要材料及部分练习； Sing Along: 歌曲， 提高学生兴趣， 帮助学生掌握语音技能的材料； Rhyme: 小诗，提高学生兴趣， 帮助学生掌握语言节奏和语音技能的材料； Work with Language: 语言归纳和拓展的材料；语言练习材料； Fun with English: 学生兴趣活动、游戏活动材料。 第二单元：(The 2nd Unit) Dialogue：课文，教学的主要材料及部分练习；

43、Sound Families: 语音小结、音标学习、语音练习； Work with Language: 语言归纳和拓展的材料；语言练习材料； Fun with English: 学生兴趣活动、游戏活动材料。 第三单元：(The 3rd Unit) Story time: 故事：提高学生阅读、表演能力的材料； Project: 语言综合练习项目; Did You Know: 文化介绍; Additional Words: 扩充词汇学习的材料; Self-Assessment: 自我评价 分散在各单元： Tips 学习策略辅导 四、教材使用要注意的问题 （一）按照“课标”的要求，围绕着“知识、技能

44、、学习策略、情感态度、文化意识“等五个方面的目标，提高学生综合运用语言的能力； （二）根据学生的情况灵活使用和处理教材（增加、删减、改造）， 如音标的教学，比较级、最高级、时态等语法的教学， 可以灵活地处理； （三）努力实施“任务型的教学途径”，不断改进教学方法； （四）注意输入的量，以练为主、增加背诵、口语训练和阅读训练的分量； （五）注意阶段特点，把隐性学习和显性学习结合，六年级阶段适当地进行语言知识的总结，提高学生运用语言的准确性，从而提高学生综合运用语言的能力。六年级应该开始小学阶段的复习、总结。初步决定在本学年六年级进行质量检测。 （六）开展好自我评价活动，特别要把形成性作为重要的评

45、价手段来评价学生； （七），坚持学生学习兴趣的培养，注意学生的负担，减轻考试的压力。（八）进行环保教育，培养学生热爱大自然，爱护动植物，节约粮食的好习惯。 五、教学的模式 模式一： A、准备 Preparation B、 呈现 Presentation C、小结 Summing up D、巩固 Consolidation D、发展 Development 模式二： A、引入 Leading-in B、任务的准备 Pre-task C、做任务 While-task D、展示任务 Post-task E、小结、评价 Summing up and comment F、布置作业 Homework as

46、signment 六、教学进度 按实际上课时间安排课时, 按市教育局规定，每周安排4节，实际上可用作教新课的时间约16周（不含复习考试时间）64节，平均约10节完成一个“模块(Module)”。每单元（Unit）约用三节时间，在每一模块后安排一个复习（Recycle）。 每模块（MODULE）具体可以是： 第一单元（UNIT）：3课时 第二单元（UNIT）：3课时 第三单元（UNIT）：3课时 留一课时总结、小测和反馈 七、各模块的说明 I第七册教学要求、知识、技能及注意问题： Module 1 （一）目标：能就“计划”的话题进行交流。 （二）知识： 1、语音： 总结并学会（第9页）音素、音标

47、。 2、句型： What is he going to do? What film are you going to see? When are we going to start? Where are they going to play football? How long are we going to stay there? How are you going to get there? Why dont you come to my house to watch TV? * I have been to Beijing for many times. (本句子不作时态上的解释) 3、

48、功能及语法：一般将来时态的表达与其他已学的时态（一般现在时、现在进行时）的异同。 （三）技能： （1）我能用will，to be going to描述将来的事情； （2）能说自己的计划和谈论计划与打算。 （四）文化知识： 了解地方文化和长有的活动。 Module 2 （一）目标：能就“城市”的话题进行交流，能谈论国家、城市、国旗和著名标志性建筑。 （二）知识： 1、语音： 总结并学会（第23页）音素、音标。 2、句型： What national flag is this? Whats the capital of China? Which is noisier, Sydney or Canb

49、erra? Wellington is quieter than Sydney. Wellington is the quietest city in the world, I think. Which is the most beautiful city of the three? Pairs is the most beautiful city in the world. I prefer to go to Tokyo. Does Guangzhou have a larger population than Tokyo? 2、功能及语法项目： （1）百万数的表达方法； （2）表示国家、国

50、籍、语言和城市的专有名词； （3）形容词的比较级和最高级（复习）。 （三）技能： （1）会用形容词的比较级和最高级的句子来比较城市; （2）能谈论国家、城市的特征。 （四）文化知识： 国家、城市的人文特征，如国旗和标志性建筑。 Module 3 （一）目标：能就“邀请活动”的话题进行交流。 （二）知识： 1、语音： 总结并学会（第37页）音素、音标。 2、句型： Would you like to listen to the music with me? Shall we have a picnic outside? Do you want to go to the circus with me? Why not go shopping? I have to clean the classroom. 3、功能及语法项目： （1）表示邀请的用语； （2）表示同意和不同意接