人教版六上英语五单元教案7篇

第第页人教版六上英语五单元教案7篇

人教版六上英语五单元教案篇1

教学目标

1.复习巩固单词:woman,man,student,boy,girl。

复习巩固句型:who'sthatman/woman/boy?he's/she's…

2.学会唱thecatisfromtheuk。

3.能够在findandcircle活动中找出含a,e,i的单词,并大声读出来。

教学重点

本课时的句型及本课时的歌曲。

教学难点

会依据图片和句型谈论sarah'sfamily。

教学预备

老师:与本课时相关的录音、字母、单词卡片、课件。

同学:课本。

教学方法

1.儿歌说唱教学法

老师和同学一起唱thecatisfromtheuk,来认识这只可爱的小猫,从而进一步巩固所学形容词。

2.合作教学法

同学两人一组,查找单词,看谁找到的单词数量最多。以此提高同学的观测技能,不断培育同学学习英语的爱好。

教学过程

step1:warm-up/revision

1.老师讲解作业,对同学易出错误的地方加以强化,指导学习。

2.听音找音素

老师每说出三个单词,同学听音找出相同的音素,复习三班级上册学过的字母与音素的歌谣。如:

(1)dad,bag,panda,whatisthesamesound?whichlettersounds//?

(2)ten,leg,pencil,whatisthesamesound?whichlettersounds/e/?…

step2:presentation

lookandtick.

1.组织同学观测图片。

2.看图认读单词完成练习。

3.看图,完成同学课本第34页的活动。

4.两人一组看图说话:findsarah'sfamily.whoisnothere?

人教版六上英语五单元教案篇2

人教pep版四班级英语下册unit4单元教案

第一课时

教学目标

1.能听、说、认读单词:these,tomatoes,try,carrots并掌控名词复数及其对应的发音。

2.会运用句型:

whatarethese?

arethey/these…?进行对话练习。

3.让同学养成多吃蔬菜和水果,远离垃圾食品的好习惯。

教学重点

1.掌控单词these,tomatoes,try,carrots。

2.掌控名词的复数形式和对应的复数句子。

教学难点

1.掌控tomato的复数形式tomatoes。

2.掌控单数句和复数句的相互转换。

教学预备

老师预备：与本课时相关的录音和课件,本课所学的单词卡片和动物或植物的图片或实物。

同学预备:本课所需单词卡片,动物或植物的图片或相应的实物。

教学方法

1.分角色表演教学法

老师让同学们分角色表演let'stalk部分的对话,创设英语情景,让同学感受英语的语言氛围。

2.游戏教学法

同学三人一组,进行对话:

whatarethese?

aretheseapples?

arethesetomatoes?yes.

在对话过程中不断加强同学的学习爱好。

教学过程

step1:warm-up

1.老师热忱地和同学打招呼问好,做简约的freetalk。

2.播放歌曲maryhasalittlelamb。

3.看图片拼读单词

老师展示图片(已经学过的动物名词),说:what'sthisinenglish?it'sa/an…howdoyouspellit?让同学一个接一个地快速说出对应的单词及其拼写。

4.展示前三单元的单词,同学通过抢答的方式造句,老师对表现突出的同学嘉奖贴画。

5.mainscene

(1)同学看书36、37页,说一说:whatcanyouseeinthepicture?wherearethechildren?

(2)找一找以下单词的意思:horses,potatoes,carrots,sheep。

(3)依据要求完成句子。

thereareseventeensheeponthefarm.(对画线部分提问)

arethereonthefarm?

step2:presentation

let'stalk

1.老师先将已经学过的动物、蔬菜、水果的图片展示给同学,和同学一起复习,问:whatarethese?arethey…?老师留意指导同学运用名词的单复数形式。

2.老师出示胡萝卜的图片,问同学:whatarethey?同学回答:theyare胡萝卜.老师接着自问自答:whatarethese?theyarecarrots.教读单词these和carrots并板书,让同学认读。同时,同学看图片并跟读句子,理解句子的意思。

3.老师出示西红柿的图片,问同学:arethesecarrots?同学回答:no.老师确定同学的回答并说:thesearetomatoes.教读单词tomatoes,强调名词复数形式;板书,让同学认读。

4.老师利用实物问同学:arethesecarrots/tomatoes?同学依据实物回答:yes,theyare./no,theyaren't.

5.把图片或实物分发给同学,让他们分组提问:whatarethese?arethesetomatoes/carrots?同学回答,老师予以指导和援助。

6.让同学听let'stalk的录音,跟读课文。

7.同学自由读课文,然后分角色朗读。

let'splay

1.同学三人一组,完成对话练习:

whatarethese?

aretheytomatoes?

yes,theyare./no,theyaren't.

2.老师拿出apples,tomatoes,grapes,bananas,strawberries等水果和蔬菜,同学进行对话练习:

―whatarethese?

―theyaretomatoes.

―trysome!theyaregood.

―thanks.yum.

step3:practice

1.操练单词

将同学分成假设干组,老师把单词的汉语写在黑板上,然后同学依次说出单词的拼写,假如有同学出错,那么这组同学从头开始(例如:西红柿tomatoes,第一名同学说t,第二名说o,第三名说m……最末一名同学读出单词并说出汉语)。在单词字母数量全都的状况下,哪组用时最少,哪组就是获胜者。

2.同桌之间分角色利用实物表演let'stalk的对话。筛选出几组上台表演,老师实时予以鼓舞性评价。

3.摸一摸(游戏)

老师把水果和蔬菜放在一个不透亮的袋子里,一名同学自愿到前面来,通过摸里面的东西猜一猜是什么。下面的同学问:what'sthis?/whatarethese?这名同学闭着眼睛摸出来并回答:it'satomato.theyaretomatoes.但留意,假如他/她睁眼睛看了,即使答对了,也得不到嘉奖。

4.完成全品学练考―课后练33页第二题。

step4:consolidation

1.我知道

同学以小组为单位开展游戏。前一名同学依据图片或实物问后一名同学,如:同学a问同学b:whatarethese?同学b回答:theyaretomatoes.同学b问同学c:whatarethese?依次进行,要求同学的训练速度要不断加快。

2.同桌之间对话:同学依据老师提供的单词卡片,利用所学过的句型进行对话练习。

―whatarethese?

―theyaretomatoes.

―howdoyouspellit?

―t-o-m-a-t-o-e-s.

…

老师在同学对话的同时,要监督和援助同学,尤其是对名词的复数形式要多加指导。

3.全班总动员

老师利用自己的实物,问:aretheytomatoes?同学回答:yes,theyare./no,theyaren't.theyarecarrots.通过师生之间及同学之间的互动,加深对新知识的理解,培育同学在生活中运用语言的技能及分析问题并解决问题的技能。

step5:sum-up

师生一起总结本节课的学习重点:

单词:these,tomatoes,try,carrots

句型:whatarethese?arethey/these…?

step6:homework

1.回家给父母大声朗读let'stalk的对话。

2.依据本节课所学的单词和句型向父母介绍家里的蔬菜和水果。

3.完成全品学练考―课后练33页第三题。

板书设计

unit4atthefarm

whatarethese?

―theyarecarrots.

―trysome!theyaregood.

―arethesecarrots?

―no,theyaren't.theyaretomatoes.

与本课相关的趣味知识及可选用的习题

吃蔬菜的4大好处

好处1纤维质对人体有益。蔬菜中的纤维质不能被人体的肠胃所汲取,但本身会汲取大量的水分,来增加粪便形成的软度,有益排便。多吃纤维质可以促进身体的'代谢功能,达到掌握体重的目的。

好处2维生素的最正确来源。蔬菜含有丰富的维生素,其中以维生素c和维生素a最为重要。不过维生素c在烹煮时会大量流失,蔬菜颜色越深绿或深黄,含有的维生素a和维生素c就越多。另外,有一些蔬菜含有丰富的钾、钙、钠、铁质等碱性矿物质,不仅能平稳血液中的酸碱值,也是小伙伴生长需要的营养素的重要来源。

好处3增加饱食感。蔬菜中的纤维质能增加咀嚼,使饱食感增加,从而减削食物的摄取量,并进而减削热量的摄取。

好处4整肠健胃,调整体质。蔬菜中的纤维质能有效促进肠与胃的蠕动,减削食物在肠道停留的时间,减削营养素的汲取并及早帮助排出对人体无益的废物。现代人的饮食,摄取加工制品太多,因此更应当多吃蔬菜,健胃整肠,调整血液品质及身体素养。

1.连线我最棒!

(1)thesea.西红柿

(2)tomatoesb.试一试

(3)carrotsc.胡萝卜

(4)tryd.这些

2.看图片,写单词。

教学反思

本课主要学习问答句型:whatarethese?aretheytomatoes?为了让同学能将所学的语言知识运用好,我设计了“摸一摸”“全班总动员”等活动。在明确的任务目标的驱动下,同学主动参加,对本课的重点句型的理解不断加深,运用起来也越来越得心应手。通过这种活动,同学合作学习的技能与综合运用所学语言知识的技能都得到了提高。此外,同学经过了一段时间的学习,英语有了肯定的基础,而且口语也有所提高,这是值得欣慰的地方。不足的地方是,有的同学仍旧不能很好地进入学习的状态,对单词和句型掌控得不精确,在今后的教学中,对他们要特别关注。

第二课时

教学目标

1.能听、说、认读单词及短语greenbeans,potatoes,onions,solong,makemecry。

2.会运用句子lookatthesegreenbeans.theyaresolong!yes,andthepotatoesarebig.和同伴进行对话。

3.让同学养成多吃蔬菜的好习惯。

4.能说唱let'schant的内容。

教学重点

1.掌控单词和词组greenbeans,potatoes,onions,solong。

2.掌控potato的复数形式potatoes,并能正确读出来。

教学难点

1.会依据图片写复数句子。

2.掌控名词的复数形式。

教学预备

老师预备：与本课时相关的单词卡片和图片或实物,与本课时相关的录音和课件及嘉奖用的贴画。

同学预备:本课所需单词卡片,水果、蔬菜的图片或实物。

教学方法

1.实物教学法

老师利用实物tomato,bean,potato,onion进行单词教学。

2.游戏教学法

老师和同学进行“猜一猜”“萨姆说”等游戏,一起巩固本课时的句子:whatarethese?arethesebananas?同时提高同学的英语口语技能。

教学过程

step1:warm-up

1.老师热忱地和同学打招呼问好,做简约的freetalk。

2.男女生对唱歌曲maryhasalittlelamb。

3.同桌依据实物表演上节课的对话。

4.全班总动员

老师手背到后面,然后快速地伸到前面说:what'sinmyhand?同学问:aretheytomatoes?aretheycarrots?老师用微笑和动作表示,同学会意并回答:yes,theyare./no,theyaren't.让同学在焦灼而快乐的氛围中复习上节课内容。

step2:presentation

let'slearn

1.老师拿出几个西红柿(实物),问:whatarethese?arethesetomatoes?同学回答:yes,theyare./no,theyaren't.theyare…

2.老师出示豆角图片并问:aretheylong?同学回答:yes,theyare.老师板书greenbeans。

3.老师出示土豆:aretheybig?同学回答:yes,theyare.老师板书potato,强调它的复数potatoes并领读。

4.老师做动作(用刀切一些东西,切一会,就辣眼睛,擦眼泪),让同学猜老师切的是什么。

问:whatarethey?canyouguess?同学积极回答,老师予以确定:theyareonions.(拿出洋葱)板书onions,并领读。

5.猜一猜游戏

老师把东西藏在身后,让同学问:arethese/they…?老师回答:yes,theyare./no,theyaren't.不但提高了同学的口语表达技能,而且巩固了单词和句型。

6.看图猜词

以每一纵排为一组进行竞赛,老师先出示一些单词的图片,然后收起来,再从中抽出一张放在身后,由每组的第一名同学轮番猜,可以问:arethesebooks/greenbeans/tomatoes?回答:yes,theyare./no,theyaren't.哪个组猜对了就嘉奖小贴画,然后继续往下猜,最末得分最多的组为胜。做游戏时,还可以找一名同学来主持。

step3:practice

1.我是记忆小能手

活动方式:同学分五组,每组找出一名同学,面对大家站好,老师在他们每人的后背上粘上一个名词(单数或复数)的标签(先让他们记住自己的标签),然后,这五名同学手拉手,围成一个圈圈,并且在前面蹦圈(由慢到快,时间由老师掌控),最末,这五名同学面对大家,分别提问:whatarethey?aretheybananas?看看哪一组的同学记忆力最好,能回答他们的问题,老师要予以嘉奖贴画。

2.萨姆说

同学预备实物或图片,老师找一名同学到前面做指挥说:samsaysthesearetomatoes.然后,同学快速把西红柿举起来,摇摆着说:tomatoes,tomatoes,iliketomatoes.其中,速度最快的那名同学到前面来做指挥。

人教版六上英语五单元教案篇3

thefourthperiod

teachingaims:

1.reviewtheusefule*pressionslearntinthisunitbypractising.

2.improvethestudents’readingabilitybyreadingthematerial.

3.improvethestudents’writingability.

4.enablethestudentstorealizethatitisimportanttoprotecttheestuary.

teachingimportantpoints:

1.improvethestudents’readingabilitybyreadingthematerial.

2.improvethestudents’writingability.

teachingdifficultpoint:

howtoimprovethestudents’integratingskills-readingandwriting.

teachingmethods:

1.fastreadingtogothroughthereadingmaterial.

2.inductivemethodtohelpstudentswriteaparagraphsuccessfully.

teachingaids:

1.themultimedia

2.theblackboard

teachingprocedures:

stepⅠgreetings

greetthewholeclassasusual.

stepⅡrevision

t:yesterdaywedidsomepracticeaboutmodalverbs.nowlet’sdosomemoree*ercisestoseeifyouhavemasteredthem.pleaselookatthescreen.

(teacherusesmultimediatoshowthee*ercisesonthescreen.)

fillintheblanksusingmust/might/may/can/couldandtheirnegativeforms.

1.-isawmaryinthestreetyesterday.

-you______haveseenher.sheisstillinaustralia.

2.-couldiuseyourbike?

-yes,ofcourseyou______.

3.thegroundiswet.it______haverainedlastnight.

4.amachine______thinkforitself.it______betoldwhattodo.

5.tom,don’tplaywiththevaluablebottle.you______breakit.

suggestedanswers:

1.can’t2.can3.must4.can’t,must5.may/might

stepⅢfastreading

t:goodwork.butifwewanttousethemodalverbscorrectly,wemustpractisethemasoftenaspossible.todaywewillreadanotherpassage.theoceanisveryimportanttoallthelivingthings,whichisknowntous,andithinkwehavealsoknownaboutthereasonwhytheoceanbecomessoimportant-becauseofthepropertiesofwater,theoceanisveryimportant.thepassagewewillreadisalsoaboutwater.itdealswith“thebodyofwater”.areyouinterestedinthetopic?

s1:yes.butwhatisthemeaningof“thebodyofwater”?ithinkwaterhasnobody.

t:goodquestion.ithinkyoucangettheanswertothequestionbyyourself.nowlet’sreadthepassage.whileyouarereading,trytomakeclearwhatisthemainideaofeachparagraph.besides,tryfastreading,itishelpfultoimproveyourreadingability.

(teachergivesstudentsafewminutestoreadthepassage.)

t:haveyoufinishedyourreading?

ss:yes.

t:wanglin,areyouclearabout“thebodyofwater”?

s2:yes.ithink“thebodyofwater”meansthemainpartofwater.

t:youaregreat!nowwho’dliketotellmethemainideaofthefirstparagraph?

s3:anestuaryisthebodyofwaterwherearivermeetstheocean.

t:right,thankyouforyouranswer.whataboutthesecondone?

s4:letmetry.thegeneralideaisthatestuariesaregreatplacesfornature’syoung.

t:wangping,tellmethemainideaofthethirdparagraph,please!

s5:i’mnotsure.ithinkthethirdparagraphtellsusestuariesareimportanttoanimalsandplants,soweshouldtryourbesttoprotectthemfromenvironmentalpollution.amiright?

t:yes.congratulations!thereisonlythelastparagraphleft.whocantry?

s6:ithinkthemainideaofthelastparagraphisthatestuariesarealsoimportanttohumanbeingsbecausetheynotonlyproviderecreationandeducationforusbutalsocontributetotheeconomy.

stepⅣdiscussionande*planation

t:thegeneralideaofthepassageisverycleartousnow.nowlet’sre-readthepassagecarefully.whileyouarereading,trytofindouttheanswerstothequestionsonpage23.ifyouneed,youcanhaveadiscussionaboutthem.theni’llcheckyouranswers.

(teachergivesstudentsenoughtimetoreadthepassage.atthesametime,teachergoesamongthemandhelpstheme*presstheirownopinionsinenglishcorrectly.)

suggestedanswers:

1.tidesprovideenergyfortheecosystem,andestuariesareprotectedfromwavesandstormsbyislands.inadditionnutrientsarriveinestuariesfromboththelandandtheocean.soestuariesaregreatplacesfornature’syoungones.

2.densitymeansthequalityofbeingdense.inotherwords,therearemorelivingcreaturesthananyotherhabitatonearth.

3.estuariescanmakeourwatercleanbyabsorbingnutrientsandpollutantsfromwatercomingfrominlandsources.

4.thefunctionthatestuariescanabsorbpollutantsandnutrientsmakesestuariesverysensitivetoenvironmentalpollution.

5.estuariescanproviderecreationandeducationforhumanbeings.besidesestuariesalsocontributetotheeconomy.sotheyareveryimportanttohumanbeings.

t:welldone.nowyouareveryfamiliarwiththepassage.

tounderstandthepassagebetter,iwille*plainsomeimportantphrases.please,lookattheblackboard.

(teacherwritesthefollowingphrasesontheblackboard.)

1.provide…for

e.g.thecompanywillprovidefoodanddrinkforthem.

2.haveanopportunitytodosomething

e.g.ihadnoopportunitytodiscusstheproblemwithheryesterday.

3.avarietyof

e.g.heleftforavarietyofreasons.

thereareavarietyofpatternsforyoutochoosefrom.

4.contributeto

e.g.hisworkhascontributedtoourunderstandingofthisdifficultsubject.

stepⅤwriting

t:uptonow,wehavelearntalotaboutwaterandknownthepropertiesofwaterandimportanceofestuaries.nowyouaregivenanopportunitytocheckifyouknowalotaboutwater.lookatthequestionsonthescreen.

(teacherusesmultimediatoshowthequestionsonthescreen.)

1.whydoesanicecubefloat?

2.whatwillhappentoapieceofmetalifyouputitinwater?

3.whydosomanyspeciesliveinestuaries?

4.whyhavesomanycitiesbeenbuiltbyestuaries?

t:nowimaginethatyourscienceteacherasksyoutochooseoneofthequestionsandwriteaparagraphtoe*plainit.usewhatyoulearnfromthisunitandwhatyouknowaboutnatureandsciencetowritetheparagraph.youmustbecarefultoe*plainittomakeyoure*planationseasytounderstand.you’dbetterlookatthetipsonpage24beforeyouwrite.it’sofgreathelptoyourwriting.

possiblesamples:

(question3)

saltwaterfromtheoceanandfreshwaterfromtherivermi*togetherinanestuary.themi*ingoffreshandsaltwatercreatsauniqueenviromentfilledwithlifeofallkinds.here,animalscanenjoyallthebenefitsoftheoceanswithouthavingtofacemanyofitsdangersandnutrientsarriveinestuariesfromboththelandandtheocean.sotherearesomanyspecieslivinginestuaries.

(question4)

estuariesaregreatplacesfornature’syoung.ifmanycitiesarebuiltbyestuaries,wecanenjoyfishing,swimmingandhavingfunonthebeachandscientistsandstudentshaveendlessopportunitiestostudyavaretyoflifeinthehabitat.what’smore,estuariesalsocontributetotheeconomythroughtourismandfishing.somanycitieshavebeenbuiltbyestuaries.

stepⅥtest

t:inthisunit,we’velearntsomeimportantphrases.nowi’llgiveyouatesttocheckwhetheryou’vemasteredthemornot.lookatthescreen,please.

(teacherusesmultimediatoshowthetestonthescreenandgivesstudentsafewminutestofinishthem.thencheckstheiranswers.)

1.thechildren’sage______(在5岁至15岁之间).

2.______(她处理这个问题的方法)isverygood.

3.aweeklater,______〔也就是),oct1isnationalday.

4.he______(充分利用了)multimediaintheclass.

5.thelittlegirl______(对温度很敏感).

6.hisactions______(使他受到敬爱).

7.he______(设法完成了工作)withverylittlehelp.

suggestedanswers:

1.rangefrom5to15

2.thewayshedealswiththeproblem

3.thatis

4.tookadvantageof

5.isverysensitivetotemperature

6.madehimrespected

7.managedtogettheworkdone

stepⅦsummaryandhomework

t:today,we’vedonesomereadingandwriting.we’vealsoreviewedsomeusefule*pressionsinthisunit.afterclass,gooveralltheimportantpointswehavelearntinthisunit.that’sallfortoday.classisover.

stepⅧthedesignofthewritingontheblackboard

unit13thewaterplanet

thefourthperiod

phrases:provide…for,haveanopportunitytodo,avarietyof,contributeto

stepⅨrecordafterteaching

人教版六上英语五单元教案篇4

onthefarm

教学目标：

1.能听懂、会说、会读交际用语：welcometo…whatarethese/those?they’re…arethese/those…?yes,theyare./no,theyaren’t

2.能听懂、会说、会读词汇：they’re=theyare,pig,cow,chicken,duck

3.能听懂、会说、会读、会写词汇：farm,they,pig,apple,those

4.能娴熟朗读对话或表演对话。

教学难点：

1.句型：whatarethese/those?arethese/those…?的语调和用法。

2.词汇：farm,they,those,chicken,apple,pear的读音;a和an用法的区分;名词复数形式。

教学预备：

动物头饰，水果、动物卡片，ppt、同学学案

教学过程：

step1beforeclass

listenandsingasong:oldmacdonaldhadafarm

step2.warmingup

1.freetalk.

t:hello,boysandgirls.i’myournewenglishteacher,misswang.

i’mverygladtobehere.

iwanttobeyourfriend.

ok,firstly,iwanttoknowyournames.

t:what’syourname?who’syourfriend?

nicetomeetyou.welcometomyclass.(ppt)

s:thankyou.

2.learntosay:welcometo…

(请同学先听懂“欢迎来到我的课堂”并进行回答，然后学会自己说“欢迎来到我的班级”，向上课老师、听课老师说)

3.lead-inandlearn

t:boysandgirls,wesangasongbeforeclass.wewereveryhappy.

wesawalotofanimalsthere.right?(ppt涌现农场画面)

theywereonthefarm.

learn‘onthefarm’。

step3.presentationandpractice

1.learn:whatarethese/those?and‘pigs/cows/ducks/chickens’

(1)whatarethese?they’repigs.

(2)arethesepigs?no,

whatarethese?they’recows.

(3)whatarethose?they’re…s.

arethose…?yes./no.

(同步涌现动物卡，结合句型学习生词。)

2.let’ssay.achant

these,these.whatarethese?

pigs,pigs.they’repigs.

those,those.whatarethose?

cows,cows.they’recows.

step4.te_t-learning

1.task1:let’slisten!whoisonthefarmtoo?(谁也在农场?)

2.task2:listenandtick：what’sonthefarm?

3,task3:let’swatch:(观赏动画，将农场上的动植物摆在正确的位置。)

a.pigs

b.cows

c.apples

d.pears

4.task4:let’sfollow.(跟读)☆留意语音语调☆要读出感情哦

5.task5:let’sread.(让我们读吧!)分角色朗读。

6.task6:farmshow!(农场秀!)(发挥想象创编并表演，说得越多越好哦!)

t：it’sgreatfuntovisitafarm.liutaoandmikehavegreatfunonthefarm.it’sgreatfuntohaveafarm,too.

30yearslater,you’regrownup.someonemayhaveawonderfulfarm.wouldyoupleaseshowyourfriendsaroundyourfarm?makeadialogueingroups.

amodel:

a(farmer)：look!ihaveafarm!look!they’repigs!/they’recows!welcometomyfarm,mr…!

b:oh,thankyou!mygoodfriend,mr/miss…

a:nicetoseeyou!

b:nicetoseeyou!whatarethese?

a:they’re…they’relovely!

wouldyoulikea…?

b:yes,please.thankyou!ilike…whatarethose?

a:they’re…s.they’resweet.wouldyoulike…?

b:yes,please.it’syummy!

a:doyoulikemyfarm?

b:yes.it’sgreat!

a:welcometomyfarmne_ttime!

b:thankyou.bye-bye!

a:goodbye!

step5.tickingtime

tickingtime

icantalkaboutthingsonafarm.

icanactthingsonafarm.

step6.homework

1.readstorytimefor5times.

2.makeyourperformancebetter.

3.visitafarmifit’spossible.

板书设计：

unit7onthefarm

--whatarethese/those?

--they’re…s.

--arethese/those…s?

--yes./no,they’re…s.

人教版六上英语五单元教案篇5

teachingaims:

1.learnandmasterthefollowingwordsande*pressions:getaround(=getabout),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjustto,getusedto

2.trainthestudents’readingability.

teachingimportantpoints:

1.improvethestudents’readingability.

2.enablethestudentstounderstandthete*tbetter.

3.howtogetthestudentstomastertheusefule*pressions.

teachingdifficultpoints:

masterthefollowingsentencestructures:

1.…studyingtogetherwiththeirdisabledclassmatesisbothchallengingandrewarding.livingwithdisabilityisfrustratingandchallenging.

2.iamandgetusedtothefactthatwhileimaynotbe…

teachingmethods:

1.discussiontohelpthestudentsknowsomethingaboutthedisabled.

2.fastreadingtogetthegeneralideaofthete*t.

3.questioning-and-answeringactivitytohelpthestudentsgothroughthewholepassage.

4.pairworkorindividualworktomakeeverystudentworkinclass.

teachingaids:

1.ataperecorder

2.amultimedia

teachingprocedures:

stepⅠgreetingsandrevision

(greetthewholeclassasusual.)

t:yesterdaywelearnedwhatdifficultiesanddangersthedisabledmightfaceandhowtohelptheminourdailylife.imagineyouaredisabled.who’dliketodescribethesituation(ifyouwereblind/deafetc.)andtellushowyouwoulddealwiththem.

s:i’lltry.…

(alltheotherslistencarefully.)

t:welldone.nomatterwhatdifficultieshemaymeetwith,weallhopehecanenjoyhimself.

stepⅡlead-inandpre-reading

t:yeah.weknowpeoplewithdisabilitiesmayhavelotsofdifficultiesintheirlives,butmanyofthemaredetermined.theycanovercomeanydifficulty.pleaselookatthethreequestionsonthescreenanddiscussthemingroups.

(showthefollowingonthescreen.)

1.doyouknowanyonewhoisdisabled?

howdoesheorshedealwiththedisability?

2.doyouknowofanyfamouspeoplewhoaredisabled?whatdotheydo?

3.shoulddisabledstudentsbeallowedtogotocollege?shouldtheygetanye*trahelp?whyorwhynot?

(teachergivesstudentsfiveminutestodiscussandcollectstheiranswers.)

suggestedanswers:

1.yes.iknowapersonwithdisability.hehaslearnttodomanythingswithouthelp.hecantakecareofhimselfathome,butgettingaroundinthecityinawheelchairisoftenfrustrated.helovesreadingstoriesofyoungdisabledpeoplewhohaveovercomegreatdifficulties.

2.yes,ido.beethovenwasagreatmusician,helenkellerwasagreatamericanwriter,andzhanghaidiisalsoawriter.

3.yes,theyshould.becausetherearemanygifteddisabledstudents,theycanmakeacontributiontothesociety.

theyshouldgetsomee*trahelpintheireverydayactivities.

no,theyshouldn’t.becausetheyneedrecognition,morethansympathyandhelp.

stepⅢreading

t:ok.todaywe’llreadate*t“disabled?notme!”andknowsomethingmoreaboutit.ithinkyouareinterestedinit.pleaseturntopage17.readthepassagequicklytogetthegeneralideaandanswerthequestionsonthescreen.

(teachershowsthequestionsonthescreen.)

1.what’sthetroubleofzhong*iaowen?

2.howdoesshegetaround?

3.what’stheteachers’aiminthespecialcollege?

4.whatdothearticlesinliteratureofchineseblindchildrentalkabout?

5.howdoeszijielikethemagazine?

(teachergivesstudentsenoughtimetoreadthete*tandcollectstheiranswers.)

suggestedanswers:

1.*iaowenwasbornwithouttheabilitytouseherlegsandshehasnofeelingbelowthewaist.

2.sheusesawheelchairtogetaround.

3.theiraimistohelpdisabledstudentsunderstandthattheycanplayavaluablerolewithinsociety.

4.thearticlesareoftenaboutdisabledpeoplewhohaveovercomechallengesanddifficultiesandlearnttoliveameaningfulandproductivelife.

5.helovesthemagazineverymuch.hethinksitisveryimportantforthemtoknowthatsomeonefarawayisalsostrugglingastheyare.

t:nowreadthepassageagainandtrytogetasmuchinformationasyoucan.

stepⅣstudyforlanguagepoints

t:nowyou’veknownthegeneralideaofthepassage.pleaselookatthescreen.i’lle*plainsomethingtoyou.

(showthefollowingonthescreen.)

a.treatvt.treatsb.well(badly)

e.g.don’ttreatmeasachild.

whichdoctorsaretreatingherforherillness?

b.abilityn.theabilitytodo,amanofability

e.g.manhastheabilitytospeak.

c.makeacontributionto

e.g.wemustdosomethingusefulandmakeacontributiontoourcountry.

d.launchvt.

①launchaman-madesatellite

②launchanewenterprise

③launchthreatsagainstsb.

e.playa…role(in,within)

e.g.heplayedaleadingroleinafilm.

f.both…and…

e.g.bothyouandiarestudents.

hebothfearsandhatesatonce.

g.…studyingtogetherwiththeirdisabledclassmatesisbothchallengingandrewarding.

livingwithdisabilityisfrustratingandchallenging.

inthesetwosentences,gerundialphrasesareusedassubject.

e.g.workingwithhimisagreatpleasure.

h.…iamandgetusedtothefactthatwhile…herethat-clauseisusedasappositiveclause,e*pressingthefact.

e.g.thefactthathecameherewasknowntousall.

(writeimportantphrasesanddifficultsentencesontheblackboard.)

t:(aftere*plainingthelanguagepoints.)

doyouhaveanythingyoudon’tunderstand?ifyouhave,pleasetellme,i’llbegladtohaveadiscussionwithyou.

(theteacheranswersthequestionsraisedbythestudents.)

stepⅤlisteningandconsolidation

t:let’slistentothetape.i’llplaythetapetwice.whenifirstplayit,justlisten.wheniplayitforthesecondtime,listenandrepeatit.areyouclearaboutit?

(theteacherplaysthetapeforthestudentstolistenandrepeat.whilethestudentsread,theteachergoesamongthestudentstocorrectthestudents’mistakesinpronunciation,intonationandstress.)

t:nowturntopage52.therearefivequestionsforyoutoanswerinpost-reading.trytofindtheanswersinthete*t.discussingroupsoffour,andtheni’llasksomeofyoutoreadyouranswers.

(afewminuteslater.)

t:areyouready?

ss:yes.

t:nowlet’sbegin.

s1:theyhavetousewheelchairstogetaroundanditoftentakesthemalittlelongertodoeverydaythings,suchasgettingoutofbed,gettingdressedandgoingtoclass.

s2:theynotonlylearnhowtoassistdisabledpeople,butalsolearntheimportanceofcooperatingtoreachtheirgoalsinlife.

s3:theyhelpdisabledstudentstounderstandthattheycanplayavaluablerolewithinsociety,andinspiremanyofthemtobelievethattheycanrealizetheirdreams.

s4:todaytherearemoreopportunitieslikethespecialolympicsfordisabledpeopletodeveloptheirpotential,livearicherlifeandmakeacontributiontosociety.

becausepeopleunderstandthattheycanplayavaluablerolewithinsociety,andthattheyneedrecognition,morethansympathyandhelp.

s5:peoplemustmakesurethatallofusshouldhaveequalaccesstoallareasandfacilities.peopleshouldtreatmefairly.

stepⅥsummaryandhomework

t:todaywehavelearnedthepassage-disabled?notme!fromthesuccessofthedisabledstudent-zhong*iaowen,welearnsomethingimportant.thereisnothingdifficultintheworldifyousticktoit.whenyoumeetwithdifficultyinyourlifeandstudy,pleasedon’tloseheart.ontheotherhand,weshouldhelpthestuden