英语备课.docx
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英语备课
English
GradeSix
English
Module1
WarmerGreetings
----Hello.
-----Hi.
-----Goodmorning.
-----Ihopeyouenjoyedyourholiday.
QuestionsandAnswers
-----Howareyou?
I’mfine.Thanksyou.Andyou?
I’mfine,too.I’msick.
NumberofPeople
Madrid,Spain----4millionLondon,England---8million
Beijing,China---14millonNewYork,USA---8million
Theteachergreetsthestudentsastheycomeintheclassroom.
T:
Goodmorning.Everyone.Hello,Hi.Comein.Pleaseandsitdown.
T:
Goodmorning,class.Ihopeyouenjoyedyourholiday.
Ss:
Goodmorning,MsWang.
T:
Let’spracticesomenumbers.Lookatthetableontheboard,please.
T:
I’mgoingtopointtoeachcityandsayitsname.Iwantyousaythenumberofpeople,please.
TheteacherpointstoLondon,Madrid,BeijingandNewYorkrespectively.
T:
London.
Ss:
Eightmillion.
T:
Welldone.Nowworkinpairsanddotheactivity
1.Listen,pointandfind‘is/’s,are.’
Theteachergetstwolargepiecesofcardandwrites‘thousand’ononeand‘million’ontheother.Theteacherputsonepieceofthecardontheleftsideoftheclassroom,andoneontherightside.
T:
Wearegoingtopracticenumbersinthethousandsandnumbersinthemillions.I’mgoingtopointtothecorrectoneonthewall.
T:
Fivehundredthousand.
Thestudentspointtothe‘thousand’.
T:
Twomillion.
Thestudentspointtothe‘million’.
Theteacherdoesalotofexampleswiththestudents.
TeachingTip:
WorkingwithNumbers
Thisexercisegetsthestudentsusedtohearingthewords‘million‘and‘thousand’combinedwithnumbers.
T:
OpenyourbookandlookatActivity1,please.Lookatthepictures.Whatcanyousee?
PictureDescription:
Damingandaboyaresittinginasofa,talking;asimilarpicturebuttheotherboylookssurprised.
T:
NowI’mgoingtoplaythetape.Pleasewritedownallthenumbersyouhear.
Theteacherplaysthetapetwoorthreetimes.
T:
Now,canyoutellmeoneofthenumbersyouheard,Xiaohua?
Xiaohua:
Sixthousand.
T:
Yes.Verygood.
T:
BaiLin,canyoutellmeanothernumber,please?
BaiLin:
Sevenhundred.
T:
Yes.Didyouhearanothernumber,Duoduo?
Duoduo:
Eightmillion.
T:
That’sright.WangHao,werethereanyothernumbers?
WangHao:
Yes.Fourteenmillion.
Theteachercanwritethenumbersontheboardorgetindividualstudentstocomeoutandwritethem.
Theteacherwritesthefollowingwordsontheboard.
Is
Are
T:
Lookattheboard,please.Saythewords.
Ss:
Is.Are.
T:
Good.Nowlookattheboardagain.
Theteacheraddsthefollowingwordontheboard.
Is
Is
Are
Nowtheteachermakessomechangessothewordlookslikethis.
T:
Thisistheshortformof‘is’.Nowlookattheboardagain.Workinpairs.Findthesewordsinthestory,please.
Lesson2
Warmer
Theteacherwritethefollowinginformationontheboardbeforethelesson.
T:
I’mgoingtocalloutsomewordsandyouhavetopointtothem.North.
T:
South.
T:
Nowworkinpairs,please.Taketurnstosaythewords.
1.Look,listenandpoint.
T:
Openyourbooks,pleaseandlookatUnit2,Activity1.
（Theteacherholdsupthebookandpointstothemap.）
T:
Thisisamap.Whatcanyouseeonthemap?
Thestudentstelltheteacherwhattheysee.
T:
Nowlookatthemap.Mexico,AmericaandCanadaarecountries.NewYorkandSanFranciscoarecities.Nowlistenandrepeatthenamesafterme.
Mexico.
America
NewYork
SanFrancisco.
听力原文
Daming:
WhatadigmapofAmerica！
WhereisNewYork?
Simon:
It’sthereintheeast.
Daming:
AndwhataboutSanFrancisco?
Simon:
It’sinthewest.
Daming:
CanadaisnorthofAmericaandMexicoissouthofAmerica.
Simon:
That’sright.
Daming:
Americaisabigcountry.
Simon:
Yes,itis,ButChinaisalsoverybig?
教学反思：
我们的英语教学要以活动课为主，注重任务型教学，因此我在教学过程中注重给学生创设语言环境，让学生在一定的语境中主动地去尝试和创造。
通过新的教学理念。
这一课中,我注意放手让学生自主学习，取得了良好的效果。
英语资源应用:
来自
Module2
Unit1
---Warmer
Inthisunit,thestudentswillusetheexpressions:
Thereis‘andThereare’.Revisesingularsandpluralsthestudents.
Ononesideoftheboard,draw1ball.Onanotherside,draw4ball.Pointtotheboardandelicitthefollowingfromthestudents.
Examples
T（pointsto1ball）
S:
Oneball.
Repeattheactivitywithotherobjects.
Then,revise‘Thereis‘and‘Thereare’withthestudents.
Examples
T:
（writesonboard:
Thereisaball.）
S:
Thereisaball.
T:
（writesonboard:
Therearefourballs.）
S:
Therearefourballs.
Repeatthisactivitywithotherobjects.
Now,playagamewiththestudents.Tellthestudentstodrawsixbigboxesonapictureofpaper.
Tellthemthattheymustincludeenoughspacetodrawsmallpicturesineachbox.
Tellthemtonumbertheboxes’1---6’
Nowexplainthatyouaregoingtotellthemwhattodrawineachbox.Saythefollowinginstructionsilnebyline,andgivethestudentstimetodraw.
Inboxonethereisapen.
Inboxtwothereisabook.
Inboxthreearetwotrees.
Inboxfouraretwomountains.
Inboxfivethereisariver.
Inboxsixtherearetwohouses.
Now,explaintothestudentsthatyouaregoingtocalloutthenumberofaboxandtheyshouldtellyouwhatisinit.
Example
T:
Boxsix.
S:
Inboxsix,therearetwohouses.
Afterthat,getthestudentstoworkinpairs.Onestudentcallsaboxnumberandtheotherstudentsaysthecontentsofthebox.
1.Listen,pointandfind“Thereis\Thereare….”
TellthestudentstoclosetheirStudent’sBooks.
Dividetheintotwogroups.Onegroupis“Thereis“and‘Thereare.
Nowtellthemthatyouaregoingtoplaytherecordingofthedialogueandthyhavetolistencarefully.
Iftheyheareither‘Thereis’or‘Thereare’,thecorrectgrouphastostandupandshout‘stop!
’
Playtherecordingagainifthestudentsmissoutonthetargetphrasesthefirsttimeround.
TeachingTip:
Methodology
Whenlistentotherecorderdialogueofthestory,thestudentsshouldlistentoitseveraltimestofamiliarizethemselveswiththestoryandthetargetlanguage.Don’tjustplaytherecordingseveraltimesandaskthestudentstolistentoitpassively.Alwayslookforwaystoprovidethestudentswithareasonforlistening.
Forexample,intheactivityabove,thestudentshavetolistenfortargetwordsintherecording.Theymaymissneedtolistentotherecordingagaintofindthewords.Byusingthisactivity,itislessboringforthemtohavetolistentotherecordingwor3times.
Afterthelisteningactivity,askthestudentstopentheirbooksandreadthedialoguealoud.
Then,askthemtounderlinealltheexamplesof‘Thereis’and‘Thereare’.
2.Listenandsay.
Inthesetypesofactivities,thestudentshavetolistentothetapeandthenrepeatthesentences.
Theyaregivenpicturestogivecontextandmeaningtothesentences.
Playthetapeandthenpauseit.Askthestudentstorepeatwhattheyhaveheardtoreinforcethetargetlanguage.
Unit2
Warmer
Revise‘north’,‘south’‘east’and‘west’withthestudents.
Tellthestudentstodrawabigcircleonapictureofpaper.
Tellthemthatthecircleisanislandandthatyouaregoingtodescribethecontentsofislandandtheyhavetodrawtheobjectsinthecorrectplaces.
Example
T:
（drawsalargeislandontheboard）Inthenorththereisariver.
Ss:
（drawariverinthenorthernpartoftheisland）.（holdtheirpiecesofpaperup）
Repeatwiththefollowingdescriptions.
Inthesouththereisalake.
Intheeastthereare3bigmountains.
Inthewesttherearesometrees.
1.Look,listenandfind.
TeachingTip
Don’tforgettoexploittothepicturesbeforestartingthelistening.Encouragethestudentstotellyouwhattheycanseeinthepicturesandwritethewordsontheboard.Addanyvocabularythattheydidn’tsuggest.
2.Listenandrepeat.Payattentiontothestress.
3.Theideawiththisexerciseistogetthestudentstofocusonthecorrectstresswhensayingasentence.
Askthestudentstodosame.
3.Listenandsay,thensing.
4.getthestudentstodomimesalongwithwords.
Useactionstodemonstratetheadjectives.
Example
T:
Itisvery,verylong.
（holdsyourarmsoutwideto0indicatelength）
S:
Itisvery,verylong.
（holdtheirarmsoutwidetoindicatelength）.
TeachingTip
Mimesandactionsthatarelinkedtowordsmakelanguagemuchmorememorable.theyareespeciallyhelpfulforlearnersthatlikemovement,thatis,kinestheticlearners.Childrentendtolearntothiswaywhentheyareyoung.
听力原文
Look！
ThesearemypostcardsfromChina.Lookatthisone.TherearelotsofbicyclesinChina.Peopleridethentowork.Andtherearelotsofbeautifullakes.ThisistheWestLake.ItisinHangzhou.Thereisaveryfamousriver,theChangingRiver.Itisabout12,600lilong.
Ilikethispostcard.ThereisefamoussquareinthemiddleofBeijing.It’sTian’anmenSquare.Andthere’saveryfamouswallinChina,theGreatWall.It’ssixthousandsevenhundredkilometerslong.Ofcourse,therearealsomanymountainsinChina.ThereisafamousmountaininAnhui.Look！
ThisistheHuangshanMountain.
教学反思：
这一课我采用“快乐活动性”教学和“任务型”教学。
在各个环节中把要达到的交际运用目标的内容巧妙地与任务型地活动相结合。
将枯燥地语言现象转变为学生乐于接受地、生动快乐地游戏进行，让学生积极地体验和参加，达到熟练地目的。
英语资源应用来自
Module3
一．学习重点.难点
1.I’vegotlotsofstamps.
ThesearesomestampsfromCanada.
ThisstampisformChina.
2.Collectstamphobbymenwomenanother
二．教学目的要求
1．谈论和介绍个人的爱好。
2．从家人或朋友那里搜集一些有特点的邮票带到班上来，向全班展示并介绍。
3．与同伴就对方的爱好进行问答；
4．做统计，调查自己的同学朋友及家人的爱好，看一看，什么爱好最多，把他们的爱好描述给大家听。
三．教学程序
1．热身复习，唱歌曲There’saGreatWallinChina.
2．AskandAnswer
T:
What’syourfavouritesport\games\food…?
Ss:
Myfavouritesports\games\food…is…\
T:
Doyoulike….?
Ss:
Yes,Ido.No,Idon’t.Il
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