冀教版小学英语六年级下册全册优质教案

1、精品文档 精心整理精品文档 精心整理Lesson 1 Ping-pong and Basketball教学目标：1、我会听、说、读、写四会单词：ping-pong, football and basketball.2、我会大声朗读课文，理解课文大意。3、我能理解重点句型：_ is my favourite sport. Do you have_? Lets go to the _ (location) to _ (V.) _ (N.) 4、我能搜集和整理更多体育名词和体育用语。教学重点：1、句型：_ is my favourite sport. Do you have_? 的理解和运用。2、我

2、会听、说、读、写四会单词: ping-pong, football and basketball教学难点：句型：_ is my favourite sport. Do you have_? 的理解和运用。教学准备：单词卡片教学过程：Step 1: Warm up1. Lets guess. If you want to make supper/take a bath/watch TV/read books/ buy things/play ping- pong. Where do you go? I go to the kitchen/the bathroom/the living room/

3、the library/the store/ the gym.2.用单词卡片Whats your favourite clothes? My favourite clothes is _.也可以直接提问学生：Today is warm/cool, what are you wearing?Whats your favourite clothes?Step 2: Presentation1、利用复习二中的句式引出Whats your favourite sport?学习单词sport，出示单词卡片，联系朗读，拼读。让学生模仿回答My favourite sport is ping- pong/b

4、adminton.学生熟悉句式后，再利用实物和单词卡片学习单词 basketball，soccer.带入句式进行练习。可以是连接式练习，也可以小组练习。告诉学生回答这个问题还可以使用一个更简单的句式I like _ best.两人一组做问答练习。 2、让学生根据已有知识说出踢足球，打篮球都用play.Step 3: Teacher-student interaction1、If you want to play basketball, what do you wear?学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一

5、个句子。两人一组练习这组句式。2、听录音两遍，注意any和some, either 和too的读音和用法。Step 4: Classroom tests用所给的词语的正确形式填空。1. Would you like _ (learn) to play basketball?2. I always wear a T-shirt, _ (runner) and shorts to play basketball.3. Lets _ (go) to the store.4. Can you teach me _ (ride) a bike?板书设计：Lesson1 Ping-pong and Bas

6、ketballWhats your favourite sport?My favourite sport is _.I like _ best.What do you wear?I wear _, _ and_ to play _.教学反思：Lesson2 At the Sports Shop教学目标：1、能四会单词need, any, or；理解any，some的用法；2、能灵活使用句子：We need some ping-pong balls. Do you have any balls? Do you like this T-shirt or that T-shirt? I like t

7、his one. Do you like these runners or those balls? I want these balls.教学重点：要求四会的单词和要求掌握的句式教学难点：要求四会的单词和要求掌握的句式教学准备：足球、篮球、乒乓球卡片教学过程：Step 1: Warm up分给学生不同的卡片，让学生自己说出I like to play _. My favourite sport is _. / I like _ best.Step 2: Presentation1、If I want to play ping-pong，we need some ping-pong balls

8、. Say “need”, please.让学生利用 need 造句。2、Do you have any balls? Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts；some/any soup；some用在肯定句中，any用在否定和问句中，举例说明。Step 3: Teacher-student interactionT: Whats this/that?S: Its a T-shirt?T: Do you like this T-shirt or that T-shirt?S: I like this one

9、.T: What are these/those?S: They are ping-pong balls.T: Do you like these balls or those balls?S: I like/want these balls.Step 4: Classroom tests选词填空：Do you like _T-shirt or _T-shirt?Do you like _shorts or _shorts?We need _ ping-pong balls. Do you have _ balls?(any, some, these, those, this, that)St

10、ep 5: HomeworkActivity book板书设计：Lesson2 At the Sports ShopWe need some ping-pong balls.Do you have any balls?教学反思：Lesson3 Lets play教学目标：1、会单词：light, heavy, throw, catch, hit；2、能灵活使用句子：The basketball is heavy. The ping-pong ball is light. Im throwing/catching the basketball.Im hitting the ping-pong b

11、all.教学重点：要求四会的单词和要求掌握的句式教学难点：要求四会的单词和要求掌握的句式教学准备：篮球、乒乓球教学过程：Step 1: Warm upT: Hello, class! Whats your favourite sport? S: My favourite sport is _.T: I want to learn basketball/ping-pong ball. Can you teach me?S: Yes.Step 2: Presentation教师右手拿篮球并说The basketball is heavy.左手拿乒乓球并说The ping-pong ball is

12、light.让学生模仿练习。利用准备的实物练习heavy 和light.教师告诉学生篮筐是net,拿着篮球投篮，边投边说Im throwing the basketball. Say “throw, throwing”, please.学生模仿练习。教师没投中就说This is too hard. The basketball is too heavy. 学生模仿练习。教师拿着乒乓球投篮，一下就投中了就说This is too easy. The ping-pong ball is light. 学生模仿练习。然后把篮球传给别的学生并说Im throwing the basketball. H

13、es catching the basketball. Say “catch, catching”, please. 学生模仿练习。教师又拿起乒乓球拍并告诉学生This is a paddle. Im hitting the ping-pong ball. Say “paddle, hit, hitting”, please. 学生模仿练习。Step 3: Classroom tests 斜体字的反义词填空。Can you teach me to play ping-pong? I want to _it.Im throwing the basketball. You _it.The bask

14、etball is heavy. The ping-pong is _.Tom is young .Jim is _Step 4: Homework一、根据要求写单词：写出现在分词形式 写出反义词hit - heavy- throw - hard-catch - this-learn - these-teach -二、填空：1I want to _ basketball. Can you _ me?2. The basketball is _. The ping-pong ball is _. 1.Im _ing the basketball. Hes _ing the basketball.

15、 Im _ting the ping-pong ball.板书设计：Lesson3 At the GymThe basketball is heavy. The ping-pong ball is light.Im throwing/catching the basketball.Im hitting the ping-pong ball. 教学反思：Lesson4 Did You Have Fun?教学目标：1、听、说、读、写以下单词：buy/bought, teach/ taught, thin/thought并理解它们运用的区别，运用到自己的生活场景中。2、能够理解并熟练朗读课文，区分不

16、同的时态，并根据所学内容以及自己的积累，创造性地应用。3、用“Where did you go ?”和“what did you do ?”反复练习并做出相应的回答。4、提高学生日常交际中的英语表达能力。教学重点：掌握单词，并会在正确时态下运用动词。教学难点：区分一般现在时和一般过去时，并能用一般过去时描述身边的故事。教学准备：教学过程：Step 1: Warm up1、复习动词的过去式2、对话练习：复习几种不同的时态。Step 2: Presentation1、播放第二部分录音，同学们小声跟读。出示三组句子，让学生对比每组句子的不同之处，找出 buy/bought, teach/taught

17、, think/thought在书写这三组单词时，让记得快的同学介绍有什么好方法帮助记忆。2、播放第一部分录音，让学生跟读，可以根据情况决定播放的次数，根据课文设计几个小问题：a. Where did Jenny and Li Mimg go?b. What did Li Minmg buy?c. What did Jenny buy? d. Where did they do in the morning?e. Where did they do in the afternoon? Step 3: Teacher-student interaction1、播放录音，学唱英文歌.2、齐唱英文歌

18、曲。Step 4: Summary 1、学生交流学习成果。2、师生共同总结几种时态的运用。Step 5: Classroom tests根据本课时设计一些时态填空题，请同学们回答：a. Jenny and Li Mimg _ (go) to school by bus.b. Miss zhang _(teach) English yesterday.c. Danny _ (think) he could throw the basketball easily.d. My mother _ (buy) a coat for me yesterday.板书设计： Lesson 4 Where Di

19、d You Go?buy/bought teach/taught think/thought-what did you do -I /We v.-ed.教学反思：Lesson5 A Basketball Game教学目标：1、通过本课学习使学生能认读、掌握、灵活运用player, team, game, win, lose等词汇。2、能用所学词汇和句子简单描述一场比赛。如:Whats the score? Its _ to _. We win. /We lose.3、通过游戏、竞赛等多种活动,激发和培养学生学习英语的兴趣,让学生充分体验成功的快乐,增强学好英语的自信心。同时激励比赛落后者,使其

20、不气馁。教学重点：要求学生认读、掌握、运用本课词汇player, team, game, win, lose 。教学难点：综合运用所学句子描述一项运动比赛。如:Whats the score? Which team wins? Which team loses?教学准备：录音机、教学卡片、实物等教学过程：Step 1: Warm up1. Greeting.2. Sing a song. Step 2: Teacher-student interaction1. Introduce “player” with Yao Mings picture.a. Use other players pic

21、tures, lead students say “He She is a ping-pong soccer badminton basketball player.”T: Who is your favourite player?S: My favourite player is _. He is a _ player.b.引导学生总结出 “某些动词后加er 表示的人”For example: play-player teach- teacher.T: Whats the score? Its _ to _.You win. You lose.T: Read it together2. In

22、troduce “team” with a picture of Yao Mings team.T: What does the letter “ea” sound?T:在哪些单词中ea还读i:呢?3. Introduce “game” with a picture of Yao Mings team playing a basketball.T: Here is a basketball game. Do you want to watch? T: How many teams in a basketball game?S: Two teams.Step 3: PresentationT:

23、Theres a basketball game in our lesson. Please open your books.T: Listen to part1 and then answer my questions.1. Who is Bob?Is he a bus-driver?What is he?When does Bob play basketball?2. Whats a team?What is Bob wearing?3. Which team is Bobs team, Blue team or orange team?What does Bobs team do?4.

24、T: Today we have learned something about a basketball game. What game did you play?Step 4: Homework1、Read the text and introduce the game to your partner.2、Finish the exercises .板书设计：Lesson 5: A Basketball GameWhat did you do this evening？Who won lose？教学反思：Lesson 6 A famous Football Player教学目标：1、在阅读

25、中培养学生的阅读能力，在听故事中提高学生的听力水平。2、学习和运用一般过去时讲述故事，提高学生语言运用能力。3、培养学生热爱运动、热爱生活的情感。教学重点：在阅读中培养学生的阅读能力，在听故事中提高学生的听力水平。教学难点：学习和运用一般过去时讲述故事，提高学生语言运用能力。教学准备：资料教学过程：Step 1: Warm up1. Greeting.2. Review the past tense .Step 2: PresentationT: Lets read the topic of the text together. Do you want to know who was the

26、famous player ？S: Sure .T: Please look at the questions and read the text.Show the questions:1. Why did the boy use boxes and bottles as his footballs？ 2. Why did the coach give him a football as a gift ？3. When did he win the World Cup?4. What can you learn from Pele？Students read the text loudly.

27、Talk after read the text in pairs. Answer the questions and try to speak the story.Step 3: Teacher-student interactionT: Look for the words of the past tense and the sentences about them.T: Can you talk about the story by oneself?Students say freely.Step 4: Classroom testsWhat can you learn from the

28、 text ？Step 5: Homework1. Review the past tense .2. Finish the exercises.板书设计：Lesson 6 A famous Football Playerwas liked could used saw thought would gave played wanted ran dug asked said won 教学反思：Lesson7: Always Have Breakfast！教学目标：1、能听说读写单词：healthy, strong, weak, sick, week, health.2、会正确使用句型：How o

29、ften did (do/does) somebody do something? 3、能正确理解课文内容，培养学生养成良好的饮食习惯。教学重点：1、能听说读写单词：healthy, strong, weak, sick, week, health.并且能区分 healthy, strong, weak, sick 四个单词。2、会正确使用句型：How often did (do/ does) somebody do something?教学难点：1、知道last和next的意思，明白它们用于什么时态。2、能正确理解课文内容，培养学生养成良好的饮食习惯。教学准备：录音机、教学卡片、实物等教学过

30、程：Step 1: Warm up复习时间短语的表示法at 7:00 at 7:15 in the morning in the afternoon on Monday on Teachers Day tomorrow=next day yesterday=last dayStep 2: Presentation1、介绍healthy, strong, weak, sick, health让学生理解其意思，知道health是healthy的名词形式。 （1）老师做出很强壮的样子，利用形体动作和表情让学生理解strong, healthy，并且说：I am healthy and strong.

31、让学生跟着学，且跟读（I am healthy and strong.） （2）接着老师做出咳嗽的样子并且说：I am sick and weak.让学生跟读。 （3）让学生根据刚才的句子再看看书上的两幅图自己说说是怎样理解healthy strong weak sick最后教师纠正。2、介绍good for you和bad for you用汉语直接告诉学生这两句话的意思，并且告诉学生good和bad是一对反义词。 3、介绍单词week 出示单词卡Monday Tuesday Wednesday Thursday Friday Saturday Sunday，把这些单词卡贴在黑板上说：Mond

32、ay, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday make a week. T: I sometimes wash dishes.并且在一周的两天下面画“”，然后自问自答：How often do I wash dishes?-Two times a week.把How often写在黑板上，T：I sometimes wash clothes.并且在一周的一天下面画“”，找一个学生与自己对话，让学生问自己回答，介绍once a week.Step 3: Teacher-student interaction1、注意本课

33、的短语once a week.哪位学生找到它？我们要说once a week,而不能说one time a week.2、注意教科书复习了早餐食物的名称。3、跟录音机读课文，并理解课文内容。告诉学生怎样的生活习惯对自己的身体有好处。Step 4: Classroom tests1、同桌两人读课文。其中一名学生strong and healthy，另一名扮作weak and sick，两人用上这四个词作对话练习，并且找两组同学演示。2、想想以前学过的课文是怎样问早餐吃了什么编排对话的，在本课用上how often编排对话。最后也找两同学演示。 3、对于表演好的同学给予表扬。4、选择正确的答案(

34、) 1.I eat breakfast _7:30 _ the morning.A. in, at B. at, in C. at, on D. on, at( ) 2. breakfast is good for you.A. Eat B. Eats C. Eating D. Eatting( ) 3. - _do you eat porridge -Every day.A. How much B. How many C. How about D. How often( ) 4. What do you eat_supper?A. to B. on C. in D. for( ) 5. I

35、dont know _.A. how to learn English B. how do learn EnglishC. how learn English D. how English learnStep 5: Homework1. Write the words.2. Read the text.3. Finish the exercises .Make an interview about how often your family have breakfast and write it down. 板书设计：Lesson 7: Always Have Breakfast！How of

36、ten did (do/ does) somebody do something?教学反思：Lesson 8 Always Brush Your Teeth!教学目标：1、能听说读写：after ,before , teeth, face, brush, comb, wake up并 能熟练运用How often进行交际。2、理解课文内容，熟读课文。能简单地运用英语讲述自己一天。3、培养学生良好的卫生习惯：天天刷牙。教学重点：能听说读写：after ,before , teeth, face, brush, comb, wake up并能熟练运用How often进行交际。教学难点：运用英语讲

37、述自己一天。教学准备：录音机、教学卡片、实物等教学过程：Step 1: Warm up1. Greeting.2. Look and guess.讨论图片（个别图片设有悬念）eat hamburgers /ride a bike / wash hands/ drink milkStep 2: Presentation1、学习单词：teeth, face, brush, comb, wake up学生对单词：teeth, face, brush, comb并不陌生，他们已经见到并且使用过这些单词。教师用自己的牙齿和脸来演示teeth, face.教师做出刷牙的动作让学生理解brush,再拿一个梳

38、子演示comb.虽然对于wake up有点陌生教师还可以用做动作的方法来教学这个词组。并且告诉学生它的近义词组是：get up反义词组是：go to bed2、学习单词：before, after在黑板上方横排画三只表来演示before, after.三只表指向不同的时间。中间的表指向10:00图下写上，第一只表指向9:55图下写上before 10:00，第三只表指向10:05图下写上after 10:00，教师站在相应的表下面表演并说出如下的句子： At 10:00, I want to go to bed. Before I go to bed, I brush my teeth. Af

39、ter I go to bed, I go to sleep.让学生根据教师做的句子也做三个类似的句子。3、讲解课文学生自读课文，理解课文内容。教师领读，检查学生理解课文内容的情况。Step 3: Teacher-student interaction学生根据自己不同的情况介绍自己一天的事情。找几个接受快的学生当堂读一读。Step 4: Classroom testsRead again and write (完成课本Part3第2小题)Step 5: Homework1、Write your day or your week介绍自己一天或一周的活动，不少于50个单词，可以参照课文中的格式。2

40、、Finish the exercises .板书设计：Lesson 8 Always Brush Your Teeth! after before teeth brush comb wake up.What do you do before/ after breakfast?First, Then, Next,教学反思：Lesson9 Eat More Vegetables and Fruit教学目标：1、能听、说、读和写词汇：vegetables cabbage, fruit, month2、恰当的使用How often?句型描述自己日常的饮食状况。3、在完成调查表的过程中，通过师生活动、

41、学生互动等活动，使学生能够描述自己日常的饮食状况。4、通过学习,培养学生学习英语的持久兴趣和良好的饮食、生活习惯。教学重点：1、词汇：vegetables, cabbage, fruit, month2、使用How often?句型描述自己日常的饮食状况。教学难点：使用How often?句型描述自己日常的饮食状况。教学准备：幻灯片、图片教学过程：Step 1: Warm upT: Hello, everyone. How are you?S: Fine, thank you. And you?T: I am fine, too.Step 2: Presentation1、T: Now, pl

42、ease look at these picturesWhat are they?(出示蔬菜的幻灯片)S: Vegetables.T: Yes, You are right. T: Vegetables are good for us. Lets watch a movie and answer my question.（出示其它蔬菜图片）2、新授词汇: often因为often是上学期已经学过的内容，学生很容易理解，在此，以图示的形式出示always，sometimes，never频率副词，进行回顾，加深对often的理解。3、新授问句：How often do you eat? 4、学生读

43、本课第一部分，回答问题What does Danny eat more? Why? 5. 讨论本课第一部分的表格 What do you find out? How often does Danny eat.a year? Are they good for Danny?Step 3: Classroom tests1. The following questions.下面是一个生活习惯的调查表，根据你的实际情况完成。How often do youdayweekmonthyearplay sportsBrush your teethtake a showerWash your facecom

44、b your hair2. 看看李明的饮食习惯是否健康下表是Li Ming一周中吃蔬菜状况的调查表，根据此表填空。A. Li Mings favourite vegetable is _ _.B. What vegetable does Li Ming eat nine times a week? _.C. Li Ming needs to eat more _.Step 4: Homework完成本课的活动手册制作一张适合自己的健康饮食表，并与大家分享。板书设计：Lesson 9 Eat More Vegetables and Fruit！How often do you eat ?Once

45、/Twice/Three times a.教学反思：Lesson10 Exercise教学目标：1、学生能听、说、读和掌握单词minutes, hours, exercise。2、通过情景教学，让学生在交际活动中学会使用简单的英语日常用语。3、使学生了解健康的生活方式应加强体育锻炼。教学重点：能听、说、读和掌握单词minutes，hours，exercise能在现实语境中运用本单元句型进行对话练习。教学难点：运用本课所学进行回话练习。教学准备：幻灯片教学过程：Step 1: Warm up1. Greeting ：Hello！How are you? Nice to meet you!2. W

46、hat are they doing?教师通过幻灯片迅速呈现一些奥运会的运动项目，请学生认真观察并记忆，通过回答问题来完成复习。Step 2: Presentation1、新授词汇：exercise（1）音：教师通过之前呈现的图片告诉学生“Playing sports means exercise.”（2）形：幻灯片呈现exercise, 教师进行分音节教授；（3）义：借助幻灯片上的图片，教师初次输入“_ing is exercise.”句型，并询问学生“What else is exercise? What is not exercise?”学生进行小组讨论。（4）问题：Why do you

47、 exercise?学生对于这个问题的回答一定是归于“Health”这个单元主题，所以教师可以适时的导入文本的主题“Exercise helps make your body healthy and strong.” 2、新授词汇：minute（1）音&形：教师先让学生观看第二部分的动画，提出问题“How often does Danny exercise?”，学生说出 “Twice a day.”，追问 “How many minutes does Danny exercise?”学生自读文本第二部分在文本中发现答案并学习理解词汇minute.（2）义：教师通过幻灯片中制作好的钟表，来完成a

48、 minute的展示。3、新授词汇：hour（1）义&形：教师通过与学生共同数分钟来实现sixty minutes，进而得出an hour.（2）音：教师在板书的过程中，告诉学生hour的发音规律。4. 提出问题 “How many hours of exercise does Danny need a day?”让学生再次读文本寻找答案。4、新授问答句 -How many minutes do you _? - About _ minutes a _. Step 3: Teacher-student interaction1、通过对观看卡通动画片，回答问题，引出关于运动、锻炼的相关词汇，自然

49、地谈论到What is exercise？的话题。2、句型操练：What is exercise？ ing is exercise.根据图片描述What is exercise? _ing is exercise.3、情境中学习单词 minutes，hour ，及时间的转换。T: Exercise can make our body strong and healthy.T: How much exercise do you need? About twenty minutes of exercise three times a week. 引出对时间：minutes，hour 的学习。Ste

50、p 4: Classroom tests1、教师利用Part 3 Lets do it!让学生自由结组阅读并进行会话“How often ? How many minutes ?”完成表格。2、通过了解李明一周的锻炼情况，请同学们说一说自己的周锻炼情况，并写下来。Step 5: Homework1、本单元单词句型背会。2、Write an exercise plan after class and exercise from now on.板书设计：Lesson10 ExerciseWhat is exercise？ ing is exercise.How many minutes does

51、. exercise?How many minutes do you _?About _ minutes/hour.教学反思：Lesson11 Work Hard教学目标：1、能听说读写: high low homework reach bend 2、复习句型: How many minutes do you. ?3、培养学生爱学习，爱劳动，坚持锻炼身体的好习惯。 教学重点： high low homework reach bend 句型: How many minutes do you. ?教学难点：运用本单元所学进行回话练习。教学准备：教学过程：Step 1: Warm up1、Greet

52、ings. 2、Lets do sports! 学生跟着教师的指令做相应的运动动作。Step 2: Presentation 1.出示课件学习单词：high low。让学生观察课件上的物体或用动作来演示high 和low 的概念。利用学生们熟知的物体，将它们举高然后举低。 2、You can do it!(1) Work hard at sportsT: Do you feel tired after we do sports?Ss: No, we dont.T: You are strong. I want to be strong to. What should I do?Ss: Eat

53、good food, take baths, do sports. (复习本单元前几课的知识，为下面的教学做铺垫）T: What sports do you do?Ss: Play basketball.T: What sports does Jenny do? (图3 图4）教授reach, high, bend, low以图片直观感受，重点讲解high, low及如何与其他动词搭配使用如，jump high, fly, low(2) Work hard at homeT: Do you play sports at school?Ss: Yes.T: Today, Jenny is at

54、school. Lets listen what she does at school. (I always go to school on time. I always do my homework.) What do you do at school?Ss: I do my homework read a book.(播放学生平时活动的照片稍作讨论.)3)Work hard at homeT: You are so great! Now I know you work hard at sports. You work hard at school. What about at home?

55、What do you do at home?Ss: I help my mother make the bedclean my bedroom.播放视频处理图5，图6。4）Tell a story请不同的学生，从图1到图6，逐一阅读每幅图的内容。提醒学生将为他们提供线索，以便记住每幅图是什么动作。2.Does Kim work hard?T: Today we have one more friend. Who is she?Ss: She is Kim.T: Where is she?Ss: She is in the classroom.T：What is she doing?Ss: S

56、he is talking with Mr. Wood.1) Listen and judge.1. Kim always washes the dishes.2. She makes her lunch.3. She never cleans her bedroom.2) Read by yourself. Talk about details about the text.What does Kim do at home？(设计意图：练习新的句型，达到初步的语言输出。适当加入对努力学习，帮父母分担家务的情感渗透。自由提问一方面借助学生的自主性强化了语言输出，丰富了课堂内容，同时也加强了师生

57、之间的沟通为之后教学环节的进行做了铺垫。） . Production 1). Group work用Living picture的变化形式做此游戏。将全班分成若干个小组。要求每组学生构思一副在学校努力学习、在运动场上奋力拼搏、在家里多做家务活儿的生活画面。每组学生先给自己的画面设定一个恰当的背景，然后展示适当的动作。 布置作业本课单词句型背会板书设计Lesson11 Work Hard Lesson 11 Work Hard!Do you help your family?I always dry the dishes after dinner.I clean my bedrooms on S

58、aturdays.I always make my lunch.教导处审核意见Lesson12 Halen Keller教学目标：1、学生能在图片和老师的帮助下听懂故事.2、学生能正确朗读故事.3、学生能在图片和老师的帮助下复述故事。4、对所进行的英语活动感兴趣，进一步提高学习英语的积极性。教学重点：学生能在图片和老师的帮助下听懂故事.教学难点：学生能在图片和老师的帮助下复述故事。教学准备：图片、多媒体教学过程：Step 1: Warm up1. GreetingT: How are you? Ss: Fine, thank you. How are you? T: Fine, thanks.

59、 Are you ready to learn and have fun? Welcome to our classroom. We all need a good friend. Do you have a friend? Lets meet a new friend- Halen Keller2.教师出示故事中的第一幅图picture 1教师引导学生观察图片并说出自己观察到的内容比如S1：The girl has long hair.S2：She is young.S3: She looks sad. Step 2: Presentation1、教师可先提几个问题，学生初读课文讨论(1)

60、Why did Halen often get angry?(2) Was Halens teacher great?(3) Do you know the book The Story of My Life?(4) What can you learn from Halen Keller?让学生带着以上问题初读故事。2、学习故事中图1和图2内容 （1）观看故事视频，检验学生对故事对话内容进行的预测。教师播放图1部分的视频。学生带着对前面提出的问题观看故事视频，观看后回答问题，检验预测并提取正确的关于海伦凯勒的信息。 S1: She was born in the U.S. in 1880.