冀教版六年级英语上册全册教案.docx
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冀教版六年级英语上册全册教案
Unit1LiMingGoestoCanada
Lesson1AttheAirport
本课为本学期第一课，要求学生能够模仿课文对话，并能熟练表达相互问候的日常用语；掌握一定的语言技巧的能力，练习该如何提问与回答时间Whattimeisitnow?
；让孩子们整体把握见面时的交流方式与用语规范。
【知识与能力目标】
1.使学生能够听懂、会说、认读单词：
airport,time,clock.
2.使学生能够认读、理解并运用句子：
Whattimeisitnow?
It’shalfpastfour.
3.使学生能够养成珍惜时间的好习惯。
【过程与方法目标】
通过活动培养学生能够正确运用所学习的词汇和句子。
【情感态度价值观目标】
通过李明独自去加拿大的事，渗透自主、自强、自立的教育。
【教学重点】
学会并运用单词：
airport,time,clock
学会并运用句子：
Whattimeisitnow?
It’shalfpastfour.
【教学难点】
让学生能够准确的用英语表达时间。
课件。
Step1.Warming-up
Thegreetingbetweenteacherandstudents：
Hello，boysandgirls.Happytoseeyou.AreyoureadytolearnEnglishagain?
Let’sbegin!
Playingthemusic“TenLittleFingers”forstudents（providedinmaterials），thenplaythegame“countthenumbers”（拍数游戏）withstudentstoreviewhowtosay1to100.
（Designthinking:
tobreaktheicetolearnthelessoninthisway.）
Step2.Topicintroducing
1.Showthepictures.
T:
What’sthis?
（Designthinking：
showingthephotosofairportandairplane,leadstudentstodiscussthereasonwhytheytakeplanesandwhatarethemgoingtodoinairport.TellstudentsthatwewilllearnthatLiMingisgoingtoCanadaandhisfriendswillpickhimupinthislesson.）
Step3.Presentation
1.PPT4-PPT14isthefirstpartofbook.
（1）showthestudentsPPT4，leadthemtoreadseveraltimesuntiltheycanreadskillfully.
Askthequestion：
WheredoesLiMinglive?
WhendoesLiMingarrive?
HowlongwillLiMingbeinCanada?
WhenwillLiMinggohome?
（Designthinking:
teachstudentsbyquestionsandanswers,whichwillimprovetheabilityofreading.）
（2）showthestudentsPPT5-14，explaintheknowledgepointsinturn.
（Designthinking:
explaintheknowledgepointsinturnanddividethewholesentencestructureintoseveralparts.Linktoexamplesentencesandexamplestopromotethegraspnewknowledgepoints.）
Whenexplainingtheknowledgepoints,theteachercanaskstudentstostanduptogivesomeexamples.
2.ShowthestudentsPPT15-28，trytolearnthedialogueinsecondpart.
（1）ShowthestudentsPPT15-19。
Firstofall,theteacherleadstudentstoreaddialoguesforseveraltimes.Thenaskthreestudentstorole-playandreadthedialogues.
（2）ShowthestudentsPPT20-28，explaintheknowledgepointsinturn,andemphasizethewayofexpresstime.
TeacherisgoingtotellthestudentsLiMingthathewillbeinCanadatomorrow,butwhattimeexactly?
Letuslearnhowtoexpresstime.
（3）TheteachershowPPT20，displaythepicturesandleadthemtoreadtheword“clock”andtheknowledgepointsaboutthisword.
TheteachershowPPT21，totellthestudentshowtoexpresstime.
Readitforward（顺读法）：
Expressivemethodonthehouris（hours+o’clock）：
sixo’clock；Expressivemethodontheoff-houris（hours+minutes）：
sixfive。
Readitbackward（倒读法）：
Theminutesarelessthan30:
（minutes+past+hours）：
fivepastsix；
Theminutesarejust30:
（halfpast+hours）：
halfpastsix；
Theminutesaremorethan30:
（（lessthantheintegralhour）minutes+to+（hours+1））：
6点50“tentoseven”。
（4）TheteachershowPPT22-28，continuetoexplainotherknowledgepoints,stressonthequestion-askingmethodsoftime.
Step4.Let’sdoit!
（PPT29-30）
Therearetwotopicinthispart.
Firstone:
leadstudentstoreviewthedialoguesandtexttheyhavelearnedjustnow.Onecooperateswithdeskmatestowritedowntheanswers,andfindsomeonetoanswer.
Secondone:
thereareclocksreferredtodifferentregionsandtime.Twosomepracticeaskingandansweringinfrontoftheclassroom:
A:
Whattimeisit?
（onepointstorandomclock.）
B:
It’s...am/pmin...（anotherstudentsexpressthetimeinEnglishaccordingtotheclock.）
（Designthinking:
leadstudentslearnbyhandsandmouthstoarousetheenthusiasmallthetime.）
Step5.Quiz（PPT31-32）
BroadcastthePPTandaskstudentstoanswerthequestions.Explaintheknowledgepointsofeveryanswers.
（Designthinking:
tosolidifyknowledgepointsofthislesson.）
Step6.Summarizeafterclass（PPT33）
Writeontheblackboard：
Keywords：
Canada,arrive,time,clock,half
Keyphrases：
arrivein/a...,haveagoodtrip
Keysentencepatterns：
HeiscomingtoCanada.
—Whattimeisitnow?
—It’s4:
45.
Didyouhaveagoodtrip?
Step7.Homework（PPT34）
1.Rememberthesentencepatterns,phrasesandwordsskillfully,listening,speaking,reading,writingisthebasicrequest.
2.Graspthewayofexpresstimeandpracticewithparentshowtoaskandanswerthequestionsoftime.
略。
Unit1LiMingGoestoCanada
Lesson2Jenny’sHouse
本节课主要介绍Jenny的家，学生通过本课的学习之后，要能够用英语简单描述自己的家中的各个房间。
最终学生可以整体上把握对家里的介绍方法与句式，熟练运用相关的词汇与句型。
【知识与能力目标】
学习怎样用英语表达各个房间的名称，掌握相关单词livingroom,bathroom,kitchen,bedrooms等，并能综合运用新、旧知识组织对话完成一定交际任务。
【过程与方法目标】
通过活动培养学生能够运用所学习的词汇和句子来正确表达周围的具体实物。
创设语言情境，使学生正确理解和运用所学知识。
【情感态度价值观目标】
激发学生学习英语的兴趣，调动学习积极性，培养学生协作意识和竞争意识。
培养学生要热爱家庭、热爱生活。
【教学重点】
能正确运用bedroom,kitchen,bathroom,livingroom,toilet,study能正确运用Therebe….和Hereis….句式。
【教学难点】
能正确运用Therebe句式。
课件。
Step1.Review
BroadcastPPT2，reviewthekeycontentsinthelastlesson.
T:
Goodmorning,boysandgirls.Nicetomeetyou!
S:
Nicetomeetyou,too!
T:
Let’splayagamebeforetheclass.
Asktwostudentstotheplatformtomakedialoguesaccordingtothetimeshowedbyppt.
（Designthinking:
reviewthekeycontentslastlessonandleadstudentslearninanactivemood.）
Step2.Topicintroducing
BroadcastPPT3。
T:
TodayLiMingarrivedCanadaJenny’shouseandhewantstolivethere.HowdoesJennydo?
S:
sayrandomly.Somesaybringhimtoplayoutside,andsomesaybringhimhomefirstly…
T:
What’sthis?
Pointthepicturebyfiguresandleadstudentstodiscuss.
Ask:
thehouseismadeofmanyroomsandthedifferentroomhasthedifferentfunctionandname.tellthestudentswewilllearnJenny’shomeinthislesson.
Step3.Presentation
1.PPT4-PPT15isthefirstpartofbook.
T:
OK.Let’sgotoJenny’shome.
（1）ShowthestudentsPPT4，leadthemtoreadseveraltimesuntiltheycanreadskillfully.
Askthequestion:
HowmanyroomsinJenny’shouse?
Whatcanwedointhelivingroom/kitchen/bedroom/bathroom/study?
Pointouttheword“room”inbathroom,bedroom,classroom,livingroom.
（Designthinking:
teachstudentsbyansweringthequestions,whichwillimprovetheabilityofreading.）
（2）ShowthestudentsPPT5-15，explaintheknowledgepointsinturn.
Thispartismainlyaimingatexpressionofdifferentroomsandtheusageofsentences“therebe”.
（Designthinking:
explaintheknowledgepointsinturnanddividethewholesentencestructureintoseveralparts.Linktoexamplesentencesandexamplestopromotethegraspnewknowledgepoints.）
Whenexplainingtheknowledgepoints,theteachercanaskstudentstostanduptogivesomeexamples.
Step4.Let’sdoit!
（PPT16-20）
Therearetwotopicinthispart.
Firstone:
leadstudentstosayoutthecorrectnameofroomaccordingthepicturesshowedinppt.thetopicaimsatsolidifyingtheexpressionofvariousrooms.
Secondone:
leadeverystudentstopaintthemapsfortheirownhousesaccordingtothepracticalcondition,markthecorrectnameofeveryroomandusethesentence“therebe”tointroducetheirownhome.
Step5.Quiz（PPT21）
BroadcastthePPTandaskstudentstoanswerthequestions.Explaintheknowledgepointsofeveryanswers.
（Designthinking:
tosolidifyknowledgepointsofthislesson.）
Step6.Summarizeafterclass（PPT22）
Writeontheblackboard：
Keywords：
house,there,livingroom,kitchen,bathroom,floor,toilet,bedroom,study
Keyphrases：
Thereisalivingroom,akitchen,andabathroomonthefirstfloor.
Step7.Homework（PPT23）
1.Rememberthesentencepatterns,phrasesandwordsskillfully,listening、speaking、reading、writingisthebasicrequest.
2.Paintamapaboutyourhouseandmarkthenamesofeveryrooms.
略。
Unit1LiMingGoestoCanada
Lesson3MakingBreakfast
本课主要学习如何正确表达三餐想吃什么，并了解中西方食物的不同。
学生通过本课的学习之后，要能够用英语简单描述三餐以及各种食物。
最终可以整体上把握对食物的表达方法与句式，熟练运用相关的词汇与句型。
【知识与能力目标】
熟练掌握单词half,breakfast,some,put,table
熟练地运用句型：
Whatwouldyoulikeforbreakfast/lunch/supper?
--Iwouldlike…,please.
【过程与方法目标】
通过活动培养学生能够运用所学习的词汇和句子来正确表达三餐想吃什么。
【情感态度价值观目标】
促使学生积极运用所学知识进行表达与交流，了解中西方食物的不同。
【教学重点】
正确运用句型：
Whatwouldyoulikeforbreakfast/lunch/supper?
--Iwouldlike…,please.
【教学难点】
运用所学习的句型进行语言交际。
课件。
Step1.Review
BroadcastPPT2，reviewthekeycontentsinthelastlesson.
T:
Goodmorning,boysandgirls.Nicetomeetyou!
S:
Nicetomeetyou,too!
T:
Let’sfindthecorrectanswers.Asktwostudentstotheplatformtowritedownthecorrectanswer.
（Designthinking:
reviewthekeycontentslastlessonandleadstudentslearninanactivemood.）
Step2.Topicintroducing
BroadcastPPT3。
T:
What’sthis?
Pointthepicturebyfiguresandleadstudentstodiscusswhattohaveforbreakfast.
tellthestudentswewilllearnhowtoexpresswhattohaveformeals.
Step3.Presentation
1.PPT4-PPT10isthefirstpartofbook.
T:
Inthemorning,Mrs.SmithcookedforLiMingandJenny.Let’sfindwhatLiMingandJennyeatforbreakfast.
（1）BroadcastPPT4，leadthemtoreadseveraltimesuntiltheycanreadskillfully.
Answer：
What’sthetime?
WhatwouldLiMinglikeforbreakfast?
WhatwouldJennylikeforbreakfast?
Whereishejuice?
（Designthinking:
teachstudentsbyansweringthequestions,whichwillimprovetheabilityofreading.）
（2）ShowthestudentsPPT5-10，explaintheknowledgepointsinturn.
Thispartismainlyaimingataskingandansweringaboutwhattohaveformeals.Graspthesentencepattern：
Whatwouldyoulikeforbreakfast/lunch/supper?
--Iwouldlike…,please.
（Designthinking:
explaintheknowledgepointsinturnanddividethewholesentencestructureintoseveralparts.Linktoexamplesentencesandexa
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