六年级下册英语教案

六年级英语教案：Where is he。

为了促进学生掌握上课知识点，老师需要提前准备教案，这就需要我们老师自己抽时间去完成。要知道写了教案课件，是可以体现老师在教学上面的专业素养。好的教案课件是怎么写成的？下面是小编精心收集整理，为你带来的六年级英语教案：Where is he，欢迎你参考，希望对你有所助益！

这篇《六年级英语教案：Where is he》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

Lesson 26教案示例
课题：Lesson twenty－six
重点：句型Where is peter? He’s in the park.
词汇park classroom
难点：发音Let’s play a guessing game.
Classroom
教学过程：
一、热身
1．全班齐唱歌曲Row your boat，活跃课堂气氛，教师也参与其中。
2．师生问答练习：采取快速抢答的形式，将学生分好小组，每一个问题提出后，学生立即回答，记录是哪个小组学生答出的，最后计算得分，以决出哪组获胜。
问题：Who’s on duty today?
Is everyone here?
Is Li Yan at school?
Where is she?
Where is Miss Wang?
目的：增强竞争意识，活跃课堂气氛，复习所学语言点，为新课铺路。
3．课文对话表演：学生三人一组，分配好角色，将第25课对话内容表演出来。
教师提问：Where is Li Yan?
学生回答：She’s at home.
教师提问：Where is Miss Wang (一位教师的名字)？
学生回答：I think she’s in the office.
如果学生不会回答，教师提示：Is Miss Wang here?
目的：给学生展示自我的机会，为新课铺路。
二、介绍新语言项目及教学方法
1．学生做听力小练习 [配套课文录音]
听力题：What are they doing?
A. playing a guessing game.
B. playing football.
C. Making a model plane.
Where is peter?
A. At home.
B. In the classroom.
C. In the park.
Where is Betty?
A. At home.
B. In the classroom.
C. In the park.
意图：通过做此项小练习，帮助学生理解课文对话。
2．听第二遍课文对话录音，学生自查答案，全班对正答案（意图：初步接触本课的语言项目，帮助学生更好地理解课文内容）
教师念问题，找学生说出正确答案的序号
教师念问题，找学生说出正确答案
学生两人一组问答
3．听第三遍对话录音，学生逐句重复句子（意图：帮助学生掌握句子的正确读音）
教师特别带读：Let’s play a guessing game.
He’s in the classroom.（出示图片classroom）
　 She’s in the park now.（出示图片park）
学生两人一组练习：Where is peter? He’s in the classroom.
（教师板书）Where is Betty? She’s in the park now.
问答练习：Where is peter? He’s …
Where is Betty? She’s …
Where is Li Yan? She’s …
(教具：教师提供三个人物的图片、三个地点的图片
做法：首先教师不断变化人物所在的地点，学生根据提示进行问答，然后由学生选择进行问答，最后学生问答，请另一学生根据问答内容变换图片位置
意图：巩固、加强对新语言项目的认知)
4．听第四遍录音，学生心中跟读（意图：再次给学生课文对话的整体概念）
5．认读本课出现的新词汇 [教师出示单词卡片]
（意图：强调新词汇的读音，为认读课文提供方便）
全班齐读单词一遍
个别学生拼读单词
分小组读
6．打开书，自己认读课文
全班齐读课文一遍
三人小组朗读课文
三、新语言项目的操练及操练方法
1．课文对话表演（意图：再现课文情景，同时也给学生提供展示的机会）
（教具：课文中所需的图片或卡片in the classroom、in the park、at home）
2．自编对话（意图：新知识的扩展训练培养学生的创新精神）
做法：学生根据上一个教学环节中教师提供的图片，结合本课出现的新语言项目做对话练习。可利用以前学过的语言进行整和。
3．小游戏：Guessing game（意图：巩固、提高学生对新语言项目的实际运用能力）
教具：各种地点的图片in the office、in the zoo、at school、at home、in the park、in the classroom
人物图片Betty、peter、Li Yan、Linda、Miss Wang、Kate、Joe
做法：教师将图片贴在黑板上。两个学生一组配合，一个学生背对黑板，另一个学生将其中一个人物的图片放置在一个地点图片下，然后问：Where is Betty? 让背对黑板的学生猜，猜对答案，全班学生说：Yes, you’re right.没猜对则说：No. 也可直接告诉该生：No. She’s at home.
4．学唱英文歌曲Where is peter [配套歌曲录音]
（意图：放松紧张的神经，也是对本课新知识点的另一种方式巩固）
做法：先听一遍录音，教师带领学生读一遍句子
再听录音一遍，学生小声哼唱，找准音调
听歌曲一遍，熟悉歌词
齐唱歌曲
四、课堂练习和家庭作业
1．听音连线 [配套课堂练习]
根据录音内容，将左边的人物图与右边相应的短语连接。
2．作业：朗读并抄写本课课堂练习中的单词和句子
六、板书设计：

教案点评：
本课的语言项目Where is he? He's at school. 表示询问别人在哪里及其回答的日常交际用语。教师和学生一起唱Row your boat进行热身复习。将课文内容与教材相结合，直接提问学生一些问题，让学生深入思考，加深印象。然后，学生之间针对图片做对话练习，用新句子进行操练。

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人教版六年级上册英语教案：unit5 What does he/she do?

一、主要新授内容(New contents)

Let’s talk—What does he/she do?

二、教学目标(Objectives)

1．知识目标：

1）．能够听懂、会说本课对话，并能做替换练习。

2）．能够听、说、读、写句型“What does yourfather/ mother do? He/She is a dancer．”并能在情景中运用。

2．过程与方法：

针对教学目标，我们在牛津英语中已经接触到这个重要的句型What does he/she do?本节课重点要学会在实际生活中的应用。这节课我决定采用新的授课方式，应用星光大道和非常6+1”的形式，推选出两名能力较强学生做主持人，老师任“专家评委”，再把学生分成两个大组，每组选出一个代表，两组的代表进行pK,其余学生作为亲友团的成员来加油提供帮助。通过三个环节的展示，来进行比赛，选出冠亚军。在整个比赛过程中我们将始终围绕job这个话题展开，由单词过渡到句型再过渡到篇章。

3．情感培养

通过师生，生生之间的合作竞赛争，激发学生学习英语的兴趣，培养团队合作精神。

三、教学用具

卡片、多媒体课件。

四、指导思想：

1. 本学期，我们小学部在学习杜郎口等学校高效课堂的基础上，深度反思改革课堂、提高效率的方法。在充分研讨、反复论证的基础上，提出了“主体展示，活力课堂”的主题课堂教学模式。即我们的课堂是学生主体的课堂，教师不可以喧宾夺主；是展示学生的课堂，教师不可以自我为中心；是充满活力的课堂，学生应投入课堂，进入状态。在课堂上学生以表演、辩论、合作、情景剧等形式积极地参与到课堂中来，成为课堂的主人，在愉快的充满趣味性的教学活动中体验学习的成功和快乐。

2.小学英语课程标准中提出根据小学生的生理和心理特点以及发展要求，小学英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心，培养一定的语感和良好的语音、语调基础，使他们形成初步用英语进行简单日常交流的能力，为进一步学习打下基础。

五、教学过程

1、任务前期准备阶段（pre-task preparation section）

1） 课前要求学生把有关职业的单词熟记，重点句型what does he/she do?要求能根据问题做出回答。

2）上课铃声开始，在音乐声中，两名学生主持人上场。开场白如下：

A: Good morning, ladies and gentlemen. Welcome to Dream 6+A.

B: First, let’s introduce our guests.-----Huamei’s teachers and students.

A: Huamei? What does it mean?

B:Huamei? You know the students are good at English, maybe…..may I speak in Chinese?

A:OK.

B:我猜这里的老师都是美籍华人吧？或是华籍美人？

A: You are very humorous. Here men teachers look very rich, maybe they come from America. Women teachers are very beautiful.

B: Now, let’s introduce two players. Lady first. Sara……..(亲友团口号：Winner, winner, we are winner. Sara , Sara, come on，Sara…

A: Welcome Kim…….(亲友团口号：Kim, 不要输给Sara, Kim, 不要输给Sara….

B: Last, let’s introduce three honored guests: Grace, peggy, Sally….

A: Now, players show begins.

第一关：亮亮小模样

规则：请详细介绍一下自己（可从age，hobby, job in the future 等方面进行介绍）专家评委可加两分，嘉宾可加一分。

设计意图：采用孩子们喜闻乐见的比赛形式，无论是语言还是形式尽量模仿，让他们有真实的参赛感觉，激发学习兴趣，锻炼学生组织能力，开始时通过最基本的介绍了解两个队选手的情况，并讨论未来的理想—想成为什么样的人，做什么样的工作引出今天要训练的重点---有关job的相关知识。

反思：由于今天上课方式与众不同，很多孩子进入状态较慢，两位主持人稍微有些紧张，幸好开场还算顺利。第一关Sara表现突出，口齿清晰，声音响亮，相对于Sara的自然，Kim有些拘谨，最后三个评委一致把票投给了Sara. 但是整个气氛还是没有起来，主持人还是要培训好，怎么适当的调节热烈的现场氛围。

2、任务中期实施阶段（While-task procedure section）

比赛这里才算正式开始，总共分为三个环节，分别从单词--句型-—篇章来对Job进行学习展示：

第二关 显显小身手

1．快问快答

规则：两位选手要分别接受对方亲友团的5次单词提问，每回答对一次加一分

A a teacher

B a farmer

C a fisherman

D a doctor

E a bus-driver

F an ambulanceman

G a cook

H a dentist

I a waiter

J a shop assistant

K a nurse

L a policeman

M a singer

N a fireman

O a postman

p a pilot

Q a businessman

R a factory worker

S a manager

T a secretary

U an office worker

V a taxi-driver

W others

X do not know

设计意图：我给学生们准备好了很多单词，有的是以前学过的，还有三个是新学的单词，本意是要学生向对方选手进行单词提问，例如 how to spell dentist?

反思:刚开始学生很迷茫，当主持人说完比赛规则后没有反应，这是老师的原因，没有把规则写清楚，但是很多学生运用句型what does your father/mother do ?开始问起来，我虽然觉得有些突兀，但是对于孩子的做法还是给予了谅解，毕竟在句型中练单词也未尝不是一个好办法啊。后面学生对这个问题一问一答做的比较到位。对于几个以前学过的单词an ambulanceman ，a dentist等但是现在不记得了，孩子们很着急，我看到这也很着急，急中生智，我对我们的学生说：“这里有三位专家评委，你们可以申请外援啊，要充分利用资源啊。”聪明的孩子立马把peggy，Sally请去教他们单词，这一环节立马又转入一个争先恐后学习单词的场面，气氛相当热烈，这倒是当初没有预想到的一个小高潮。经过这样的学习，再提问的时候就顺畅多了.

2.看图回答

规则：两位选手要分别接受对方亲友团的5次句型提问，每回答对一次加一分，回答错不加分。

例如：A: What does he/she do?

B: He/She is a singer.

第二组

accountant salesperson

engineer cleaner

规则：两位选手要分别接受对方亲友团的5次句型提问，每回答对一次加一分。

例如：A: What does he/she do?

B: He/She is a singer.

设计意图：第一组中的上述人物都是大家比较熟悉的，喜欢的。对他们进行提问学生们应该很感兴趣，有助于激发兴趣，提高学习效果。第二组是课文中所要求掌握的单词，课前预习是已经会读，但是不是很熟悉，第二组会能区分一下高低。

反思：这一环节孩子们做的非常好，问答都很正确，两位选手的得分一直持平，

分不出高低。果然到第二组中有了一分的区别。

3．连续回答

What does he do? He is a salesperson.

Where does he work? He works in a supermarket.

How does he go to work? He goes to work on foot.

What does she do? She is an singer.

Where does she work/live? She works/lives in Taiwan.

How does she go to work? She goes to work by car.

………………………………

设计意图:这个环节在训练本课重点句型的同时又加入了第一二单元的重点句型，综合起来也是一段很完整的对话，有利于学生对一个人的职业了解更多。

反思：学生们做五组对话还是很顺利的，但是主持人还要在个别细节的地方要注意，例如刚开始选亲友团成员回答的时候先请举手的，有把握的会更好些，如果先请了还没准备好的同学肯定要耽误一定的时间，比赛节奏就会慢下来很多。

3、任务后期完成阶段（post-task activity section）

第三关 动动大脑筋

自编自演小故事

规则：根据所给的单词，编成一个完整的故事并和亲友团成员表演出来，由专家组和嘉宾评分，分为五分，最低0.5分

son farmer money

artist show fun

设计意图：在上述单词句型熟悉的基础上，孩子们可以根据有限的几个单词展开想象的翅膀，编出小故事或小对话，来表达对相关职业的认识及喜爱等。只所有只给孩子们三个单词就是不想限制他们的思维及想象力。

反思：由于前面的环节时间占用的时间，到最后一个环节仅剩下5分钟的时间，孩子们没有足够的时间来展示很是遗憾。以后在时间的分配上还是要好好考虑的。

总体反思：

1. 特级教师徐斌 曾说过：教师唯有备课时的全面考虑与周密设计，才会有课堂上的有效引导与动态生成，才会有上课时的胸有成竹，才会有课堂中的游刃有余。本人在这节的设计中让两名能力较高的学生做主持人来引导比赛的进行有些过于乐观，毕竟是孩子，掌控能力还是有限，刚开始采用这种形式学生还是比较陌生，要是老师来主持效果会更好，等学生熟悉了再放手让学生去做，相信会比这次更好。

2. 既然是比赛，那就会有很多“突发状况”，要放手让学生去学习，要授之以渔，该放手时还是要放手。如在第一个环节中学生直接通过句型来检测单词就是不错的方法，也没有必要非要亦步亦趋的从单词开始，况且很多单词对他们来说已经很熟悉，重点还是应该放在使用上。

3. 通过这次形式的变化，让学生走到前面来，大胆地展示自己，有助于培养孩子们的胆量和信心，更能让我看到平时教学中所存在的问题，如以前对课堂控制太多，学生的学习始终在设定的情况下进行，学生的自主性受到消弱，这次的尝试更有利于向“主体展示，活力课堂”靠近。

六年级英语教案：Whats his name

Lesson 13教案示例
课题：LESSON THIRTEEN
重点：句型What’s her name? Her name is Mary.
词汇mother her
难点：发音 Who’s that over there? Is she your teacher?
理解 Is she your teacher?
过程：
复习
组织学生唱一首学过的英文歌曲
师生进行问答练习（以一单元学过的语言项目为主）
A. What’s your English name?
How old are you?
Are you in Class Two?
What’s your number?
*** is my good friend. Who’s your good friend?
Who’s that/she?
B. 事先请几名学生带来自己的照片，教师根据照片提问：
Who’s he/she?
Is he/she a student?
Is he/she your friend? (此问题可找基础较好的学生来回答。只要能答出Yes或No即可。)
介绍新语言项目与教学方法
会话教学
A: 介绍主题图
师：Look at this picture. What do you want to say? What do you want to answer about it?
学生可以就主题图内容进行提问，也可以叙述看到或想象中图中正在发生的事情。
师生问答：Who’s that?(指图中一个男孩)
学生回答：That’s …
教师提问：Who’s that?(指一个女孩)
学生回答：That’s…
教师提问：Who’s that girl over there? （指Zhou peipei）
学生可能回答：That’s Zhou peipei. （不论学生回答什么，只要与人物有关都可算对）
B: 问答 （在此步骤中，学生初步会用She’s my friend.来回答相应问题）
师：Yes. That’s Zhou peipei. She’s my friend. 重复两遍。Who’s that girl over there?
生：She’s my friend.
师生问答 （训练学生熟练运用She’s my friend.的答语的能力）
C: 理解课文 [听配套课文录音三遍]
在听每遍录音之前，教师提出一个问题，让学生做到有目的的听录音。
师：What’s the girl’s name?
Is the woman her teacher?
Who’s the woman?
生：Her name is Zhou peipei.
No.
She is her mother.
D: 模仿课文录音[听配套课文录音三遍]
第一遍：分句听，重点句请学生重复
Who’s that girl over there? She’s my friend.[集体重复、两人一组重复]
over there：用手指一指眼前，再指稍远一点的地方，帮助学生理解。在这里不做更多解释。
b. What’s her name? Her name is Zhou peipei.[集体重复、两人一组重复，教师解释：My name is…. Her name is…熟练掌握后，学生能利用此语言项目展开新的对话]
c. Is she her mother? 用教师自带的全家福照片做引导，教师解释：Look. This is my mother. Is she my mother.找一学生回答。在带读时，注意单词mother中的字母o发短音[ ]，th组合发音时要出舌尖。另外，此句应用升调，示范要正确。
第二遍：整体听一边录音，使学生对课文有整体概念
第三遍：全班一起重复，使学生对某些不熟悉的句子的发音有更深的印象
E: 理解课文
经过反复听课文录音，加上教师对一些新词汇的解释，此刻学生应该能够对课文有比较全面的了解，为了帮助学生加深对课文的理解，再次出示主题图，学生根据自己学到的知识，对图中内容进行编排组合，以小组合作的方式，叙述一段与主题图有关的话。
词汇与句型教学
A: 词汇mother her
拼词练习
准备：四人小组，每组发一套带有两个新词汇字母的字母卡片（一组12个字母卡片）
操作：教师念两个新词汇，每组同时开始利用手中的字母卡片进行拼词，看哪个小组最团结，拼得最快。表扬拼得最快的一组。
拼读练习
全班一起拼读几遍
按小组拼读单词，每人只说一个字母，第一位学生读单词mother，第二位学生拼读m，第三位学生读o，以此类推。
B: 句型教学
步骤一：教师出示四位人物的图片(课文中的第二部分Let’s practise的图片)，图片的下面标有该人物的名字Mary Betty Kate Alice )。
教师针对图片一一提问：What’s her name? (板书问题)
学生回答：Her name is …（板书其中一个答案）
步骤二：打乱这四幅图的顺序后，给学生展示的是图的背面。这次让学生之间进行问答练习
What’s her name?
Her name is…
步骤三：请学生跟教师一起空写这两个句子
兴趣活动
教师准备好几张学生所熟悉的知名人物的照片，如刘璇、杨澜、桑兰，或其他女知名人士等。把人物图片或照片分发给几个学生。让他们按次序地举起人物图片，问一位同学What’s her name? 给与回答时，应用Her name is… 答对或答错由其他学生用Yes或No做评判。
练一练
听音选答案(配套课堂练习册)
根据录音内容，在每组a b c三个答语中选择一个正确的答案。
作业：朗读并抄写本课课堂练习中的单词和句子
六、板书设计：
LESSON THIRTEEN
教案点评：
课文对话是围绕“询问某人的姓名及其回答的日常交际用语”展开的。学习句型What's her name? Her name is Mary.教师可以先引导学生复习What's your name? How old are you? Are you in Row One? What's your number?让学生根据提供的画面叙述看到或设想发生的事情。学生基本能做到熟练掌握答语后，听课文录音两三遍，熟悉课文。学生根据自己学到的知识，对图中的内容进行重新遍排组合，以小组的方式，组织一段与主题图有关的语言材料。

六年级下册英语教案：Unit 2 Last weekend

Unit 2 Last weekend
period 1 Section A Let’s learn / Do a survey and report p15
教师寄语： First things first .（重要的事情先做）
Learning aims(学习目标)
1.四会单词或词组：cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.
2.理解句子:How was your weekend ？ It was fine ,thanks .What did you do ? I stayed at home and watched TV.
3.学唱歌曲《Last weekend》.
Important difficult points(重难点)
1.重点：学习单词或词组以及句子。
2.难点：掌握动词过去式的读音。
导学探究
Step1 : 预习温故（用时5分钟）
1、Go over the words:
young-younger,old-older,tall-taller,short-shorter,long-longer,small-smaller,big-bigger,stronger.
2、Free talk :
T: I’m 28. How old are you ? S: I ’m 12years old.I’m younger than you .
T: I’m 1.65meters. How tall are you ? S: I ’m 1.61 metres. I’m shorter than you .
T:I’m 48kg.How heavy are you ? S: I ’m 40kg. T:I’m heavier than you.
3. T: I often clean my room on the weekend.
T: What do you do on the weekend ?
S: I often clean my room on the weekend. （多操练）
T:Today we’ll learn U.2 Last weekend. (板书教读)
Step 2. 新课内容展示（用时18分钟）
Let’s learn
1.New phrases: cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.
（1）T 板书下列单词的原形clean ,wash ,watch,stay，并用I often clean my room /…造句。
（2）T 板书以上单词原形并且加ed后，用I cleaned my room /…last weekend 造句。
(3)学生观察两个词组的不同之处.T：eg:cleaned 是clean的过去式，当我们要表达过去发生的事情时，就要用动词的过去式，规则动词的过去式一般在原型后面加ed.cleaned的ed 发/d/. 师带读.
(4)用同样的方式教“stay/stayed at room，wash/washed my clothes,watch/watched TV.”. 注意:washed,watched的ed 发/t/.
2. T: How was your weekend ? S:It was fine ,thanks.
T:What did you do ? S:I I stayed at home and watched TV.
3. Listen to the tape of Let’s learn and follow it.
Step 3. 合作交流，师生共建（用时7分钟）
1.领读Let’s learn 中的短语及句子，并纠正读音。
2.自编chant,边做动作边chant :What did you do ? I cleaned my room. What did you do ? I washed my clothes. What did you do ? I stayed at home. What did you do ? I watched TV. (注意：do 的过去式did ).
3.教学Do survey and report ：学生利用表格，进行问卷调查。
4.学唱歌曲《Last weekend》.
Step 4. 达标检测（用时9分钟）
一、看图片，选词组。
A．watched TV B.stayed at home C.cleaned my room
D. washed my clothes E. played football

1_____ 2.______ 3. _____ 4. _____ 5. _____
二、写出下列动词的过去式。
1. wash______ 2.stay_____ 3.watch______ 4.clean______ 5.do ______
三、读一读，选一选。
（ ）1.你想问同学周末过得怎样，可以说：______.
A. How was your weekend ? B. How old are you ?
( ) 2.你想问同学有多高，可以说:_______.
A.How heavy are you ？ B.How old are you ?
( )3.你想告诉同学：你周末过得很好，可以说：____.
A. I’m taller than you . B. It was fine.
( ) 4.你想问同学上周末做了什么?可以说_____.
A . What did you do last weekend ？B.What are you going to do next weekend ？
（ ）5.你想说：它比我们俩加起来还高，可以说：_______.
A.It’s taller than both of us together. B.It’s taller than the elephant.
学生小结：这节课我学到了__________________________________
Step 5.布置课后作业（用时1分钟)
1.抄写新单词，句子。
2.完成配套的相关练习。
Step 6.板书设计：
Unit 2 Last weekend
Words: clean—cleaned wash—washed watch—watched stay --stayed
Sentences:----How was your weekend ？ ----I’m fine,thanks.
----What did you do? ----I stayed at home and watched TV.
教学反思：
period 2 Section A Let’s try/Let’s learn p14
Learning aims(学习目标)
1.复习单词或词组cleaned, washed, watched, stayed, cleaned my room, washed my clothes, stayed at home, watched TV。
2.四会句子：How was your weekend ?It was good ,thank you .What did you do ?
I stayed at home with your grandma .Did you do anything else?
3.三会单词：drank 、show .
Important difficult points(重难点)
1.重点：掌握四会句子。
2.难点：掌握一般过去时的句式特点并能正确运用。
导学探究
Step1 : 预习温故（用时5分钟）
1. Go over the old words and phrases :
T : clean S：cleaned /cleaned my room T: watch S: watched/watch TV
T: stay S: stayed/stayed at home T：wash S: washed/washed my clothes
2.Free talk :
T: What do you do on the weekend ? S: I often clean my room/…
T: What did you do? S: I watched TV/....
3.Chant together.
Step 2. 新课内容展示（用时18分钟）
1、T：How are you today ? Ss:I’m fine,thanks.
板书: T:How was your weekend ？ Ss:It was good,thank you. (is 的过去式was，师生互答)
2、T:What do you often do on the weekend ? Ss:I often watch TV.
板书：T:What did you do last weekend?S: I stayed at home with your grandma.(教读)
3、(1)单词：drink –drank， drank是过去式，师带读，生跟读。引出喝茶 drink tea—drank tea . I drank tea last weekend .
（2）句子: T:出示Mike’s爷爷奶奶喝茶、看电视的图片，
What did they do ?引导学生答：They drank tea and watched TV，师板书并教读：
We drank tea in the afternoon and watched TV。
4、板书呈现：show，children’s show，I watched some children’s show on TV.学生说意思，板书并教读。
5、T:What did you do last weekend ? S:I watched TV/….
T：Did you do anything else? Did you play football ?Did you do your homework ?...板书：Did you do anything else?学生说说意思并带读。
6、学生小组阅读对话并回答问题。(1)What did mike’s grandpa do lastweekend ? (2)What did mike do ？
7、学生讲解对话，教师补充答疑。
8、Listen to the tape of Let’s talk and follow it.
Step 3. 合作交流，师生共建（用时7分钟）
1.教读对话，分角色朗读。
2.学生灵活运用本课时单词、词组编对话。
Eg:I washed my colthes/….
3. Listen to the tape and finish Let’s try .
Step 4. 达标检测（用时9分钟）
一、读一读，选一选。
（ ）1.How was your weekend ? A.我们喝了下午茶还看了电视。
（ ）2. How are you ? B.你还做了其他什么事吗？
（ ）3.I stayed at home with your grandma. C.你周末过得怎么样？
（ ）4.We drank tea in the afternoon and watched TV. D. 你好吗？
（ ）5.Did you do anything else ? E.我和你奶奶在家里。
二、填一填，读一读，译一译。
1.What ____（do/did）you do last weekend ？
2.I _______ (stay/stayed)at home with my mother yesterday.
3.How ____ (is/was) your weekend ?
4.Did you do ____(anything/any)else ?
5.We ______(drink/drank)tea last Sunday.
三．看图片，选句子。

1._____ 2._____ 3._____ 4._____ 5._____
A．Mike cleaned his room last Sunday. B.Yao Ming is taller and stronger the man.
C.This egg is bigger than that one. D.I drank tea in the afternoon. E.Chen Jie stayed at home yesterday .
学生小结：这节课我学到了__________________________________
Step 5.布置课后作业（用时1分钟)
1、正确的格式抄写句子，并写出中文意思。
2、熟读p14Let’s talk.
Step6:板书设计
Unit 2 Last weekend
Words: drink ---drank show
Sentences: ---I stayed at home with your grandma .
---We drank tea in the afternoon and watched TV.
---Did you do anything else?
教学反思：

period 3 Section B Let’s learn /Look and talk p17
Learning aims(学习目标)
1．掌握四会单词、词组：had , slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold.
2．理解认读句子：“ What did you do last weekend ? I saw a film. Did you like it ? Yes, I did .I t was great.”
Important difficult points(重难点)
1．重点：听、说、读、写四会单词和短语。
2．难点：掌握不规则动词的过去式。
导学探究
Step1 : 预习温故（用时5分钟）
1.Go over the words : cleaned, washed, watched, stayed, cleaned my room, washed my clothes, stayed at home, watched TV
2.Free talk:
T：How was your weekend ? S: It was good, thank you .
T: What did you do ? S: I stayed at home and drank tea.
T: Did you do anything else ? S: Yes, I cleaned my room and washed my clothes.
Step 2. 新课内容展示（用时18分钟）
Let’s learn
1、教学单词have-had ,sleep- slept ,read-read ,see-saw和相关词组.
eg:出示John感冒的图片T: John had a cold yesterday .So he didn’t go to school .He slept all day .板书并教读：had a cold ,slept ，造句：I had a cold/read a book/saw a film/… last weekend.
同样方法教“read a book, saw a film”.
2、板书呈现短语：last weekend/last night/last Monday/yesterday/the day before yesterday ，并告知学生所有与last相关的时间短语都是指过去的时间。
T：What did you do last Monday ? S:What did you do last Tuesday ? (用过去时间短语造句，可用开火车方式操练，)
4、师生共同操练句子T: What did you do last weekend ? S:I saw a film.
T: Did you like it ? S：Yes ,I did .It was great.
5、Listen to the tape of Let’s learn and follow it.
Step 3. 合作交流，师生共建（用时7分钟）
1.领读Let’s learn 中的短语及句子，并纠正读音。
2.学生灵活运用本课时词组造句。
3.Look and talk. T:What did John do yesterday ? S:He slept.
T:Did he sleep yesterday ? S:Yes,he did.
Step 4. 达标检测（用时9分钟）
一、写出下列动词的过去式。
1. sleep_____ 2. have ____ 3. do ____ 4.read.____ 5 is_____ 6.see_____
二、看图片，选词组。
A．stayed at home B. had a cold C. slept D. saw a film E.read a book

1._____ 2._____ 3.______ 4.______ 5._____
三．根据中文提示，选短语完成句子。
A. had a cold B. yesterday C. saw a film D. draw some pictures E. slept all day
1.My parents ________(看电影)last night.
2.Some children ___________(感冒)last month.
3.Where did you go ________ (昨天)？
4.Tom was very tired .So he _________(睡了一整天).
5.I’m going to __________(画画)in the park.
学生小结：这节课我学到了__________________________________
Step 5.布置课后作业（用时1分钟)
1.学生正确的抄写四会单词及词组。
2.背诵四会单词及词组。
Step 6.板书设计：
Unit 2 Last weekend
Words: before last have-had see-saw sleep-slept read-read
Sentences: ----What did you do last weekend?
---- I saw a film.
教学反思：
period 4 Section A Let’s try/Let’s talk p16
Learning aims(学习目标)
1．掌握四会句子：I want to buy the new film magazine .What did you do last weekend ? Did you see a film ? No, I had a cold .I stayed at home all weekend and slept.并能在实际情境中运用。
2.能听说认读单词：magazine、better、faster.
3.能够完成Let's try部分听录音选出正确答案。
Important difficult points(重难点)
1.重点：掌握四会句型, 流利朗读Let's talk 部分中对话.
2.难点：magazine的发音。
导学探究
Step1 : 预习温故（用时5分钟）
1.Go over the old words: had ,slept, read, saw, last, yesterday, before, read a book, saw a film, had a cold. Eg:T:have S:had ,had a cold,I had a cold.
2.Free talk T: How was your weekend ?S: It was good.
T: What did you do last weekend ? S: I saw a film /…. (替换练习)
Step 2. 新课内容展示（用时18分钟）
Learn Let’s talk
1. 教学单词magazine. fast—faster，good—better .
T 出示杂志，What’s this ? It’s a magazine.
T：I want to go to the bookstore, I want to buy the new magazine.板书并教读。
板书句子：I’m happy you feel better now. It’s faster than walking .
板书句子:Did you see a film ?---No, I had a cold. I stayed at home all weekend and slept.教读，帮助学生理解意思。
2.Listen to the tape of Let’s talk twice.
3.Ask Ss to read the talk for twice then answer the questions.
（1) Did John see a film last weekend ? （2)What did he do ?
4.学生讲解对话，教师补充答疑。
6. Read the dialogue together.
Step 3. 合作交流，师生共建（用时7分钟）
1.Role play.
2.灵活运用本课时单词、词组及句子编对话。
Eg:Let’s ….. What did you do…?
3. Listen to the tape and finish Let’s try.
Step 4. 达标检测（用时9分钟）
一、看图片，选句子。
A.They saw a film last night. B. John had a cold. C.He slept all day .D.She stayed at home last weekend . E.She read a book

1 .____ 2._____ 3. _____ 4. ____ 5. _____
二、选择填空。
（ ）1.---_____you sing English songs yesterday ?
---No,I didn’t. A Do B Did C Will
（ ）2.They ____ a flower show last weekend . A saw B seeing C see
（ ）3.My father usually _____ to work by car . A go B goes C going
（ ）4.I played the pipa ______ . A tomorrow B every day C yesterday
（ ）5.We want to ____the Great Wall . A visit B visits C visited
（ ）6.His schoolbag is _____than mine . A cute B bigger C small
三、根据Let’s talk 判断正（A）误(B)。
（ ）1.Amy wants to buy the new magazine.
（ ）2.John saw a film last weekend .
（ ）3.John had a cold .
（ ）4.They will go to the bookstore on foot.
（ ）5.John stayed at home and slept all weekend.
Step 5.布置课后作业（用时1分钟)
1.正确的格式抄写句子，并写出中文意思。
2.熟读p16的对话。
板书设计: Unit 2 Last weekend
words:magazine fast---faster good---better
------I want to buy new film magazine .
------What did you do last weekend ? D id you see a film ?
------No ,I had a cold ,I stayed at home all weenkend and slept.
教学反思： /ppperiod 5 Read and write p18-19
Learning aims(学习目标)
1.三会单词：hotel, fixed ,broken, lamp ,loud ,enjoy, stay.
2. 能完成Read and write 的理解和练习题。
Important difficult points(重难点)
1.重点：理解Read and write。
2.难点：找出文章中所有的动词，并写出它们的原形。
导学探究
Step1 : 预习温故（用时5分钟）
1.Go over the old words：全班抽读单词或词组
had,slept,read,saw,last,yesterday,before,had a cold.
2.Make sentences :S1：I had a cold /… last weekend .
Step 2. 新课内容展示（用时15分钟）
1.教学单词：hotel, lamp, broken, loud, enjoy, stay ,fixed .
2.学生独立阅读课文，播放磁带，学生跟读，理解课文内容。
4.全班共同理解以下句子：
1）Our friend Robin cleaned our room and fixed a broken chair.
2) My dad got some hamburgers from the hotel kitchen , but they were cold and bad.
3) I’m sorry, but we didn’t enjoy our stay very much.
5. T play the tape again and Ss follow it .
Step 3. 合作交流，师生共建（用时10分钟）
1. Finish the sentences that describe pictures 1—3k ( 可选上 ).
2. Circle all the verbs in the text and complete the table .
3. Read and finish the letter.
Step 4. 达标检测（用时9分钟）
一、选出与正文意思相符的单词。
（ ）1.旅馆 A hotel B home
（ ）2.更好的 A good B better
（ ）3.演出 A film B show
（ ）4.台灯 A light B lamp
（ ）5. 更快的 A faster B lower
（ ）6. 喧闹的 A loud B broken
二、给下列问句找出正确的答句。
( ) 1. How old are you ？ A No ,I had a cold.
( ) 2. What did you do yesterday ? B. It was fine , thanks.
( ) 3. How was your weekend ? C. I’m 12 years old.
( ) 4. How tall are you ? D.I washed my clothes.
( ) 5.Did you see a film ？ E. I’m 1.62 meters.
三．根据p18Read andwrite判断正(A)误(B).
( ) 1.Wu Yifan and his family had a happy time at the Holiday Hotel.
( ) 2.His father wanted to read a book but the lamp was small.
( ) 3.The hamburgers were cold and tasted bad.
( ) 4.Wu Yifan could watch TV at the hotel.
( ) 5. Wu Yifan didn’t sleep all night.
学生小结：这节课我学到了__________________________________
Step 5.布置课后作业（用时1分钟)
1.听录音，跟读课文。
2.完成相关练习。
Step 6 板书设计
Unit 2 Last weekend
Words: hotel, lamp, broken, loud, enjoy, stay , fixed
Sentences -----Our friend Robin cleaned our room and fixed a broken chair.
-----My dad got some hamburgers from the hotel kitchen ,but they were cold and bad.
-----I’m sorry ,but we didn’t enjoy our stay very much.
教学反思： /ppperiod 6 Main sencep12-13/Let’s check /Let’s wrap it up/
Story time p20-21
Learning aims(学习目标)
1.复习本单元的四会单词、词组及句子。
2.能够独立完成Let’s check/Let’s wrap it up部分内容。
3.理解Story time 中的故事。
Important difficult points(重难点)
1.掌握本单元单词和句子。
2.完成相关练习并理解故事。
导学探究
Step1 : 预习温故（用时5分钟）
1.读课本二单元单词和句子，师生互译
Step 2. 新课内容展示（用时20分钟）
1.Main scene(多操练)
T: Do you play Weibo ? S :Yes.
T：Let’s look at Mike’s and John’s Weibo .
T: What did Mike/John do last weekend ? S:看微博回答问题。
2.Listen to the tape of Main scene twice, repeat and translate .
4. Listen to the tape and finish Let’s check.
5. Finish Let’s wrap it up .
Step 3. 合作交流，师生共建（用时5分钟）
Story time.
1)T: Zoom was very busy last weekend ? What did you he ? Let’s see.
2）观察主图，让学生阅读故事，了解故事大概,学生四人一组填写以下表格。
Zoom’s weekend
Saturday morning
Saturday afternoon
Sunday morning
Sunday afternoon
Step 4. 达标检测（用时9分钟）
一、选择填空。
（ ）1. Did he ____ the library on Tuesday ? A .clean B. cleaned C .cleaning
( ）2.Tom visited his uncle _____.
A. now B .next week C .last weekend
（ ）3.My father _____dinner at six o’clock.
A .washed B .cooked C. lived
（ ）4.It _____good ,thank you . A .did B. are C .was
（ ）5.----____did you go yesterday morning ? ----- I went to the library .
A . Where B. What C .When
二、听音，将短文补充完整。
A .cleaned B. visited C. had D. last weekend E .saw
Mike was very busy _____. He____ breakfast at seven o’clock .He___ his bedroom at eight o’clock. Then he ____the zoo with his parents. He _____many animals there. On the way home , they had their dinner at an Italian restaurant.
三、连词成句。
1. you / anything /Did /else / do ( ? )_________________________________
2.on / clothes / She / washed / Sunday / her ( . )____________________________
3.new / wants / to / buy / He / the / dictionary ( . )_________________________
4.was /How /your/weekend ( ? )_______________________________
5.My / stayed / home / at / father / all / weekend ( . )___________________________
6.did/day/what/yesterday/do/you/the/before (? )____________________________
学生小结：这节课我学到了_________________________________
Step 5.布置课后作业（用时1分钟)
1. 抄写并背诵本单元的四会单词及句子并写出汉语意思。
2.完成相关练习。
板书设计 Unit 2 Last weekend
I cooked dinner last Monday .
I played football last weekend .
I liked the food yesterday…/...
教学反思： /pp
Unit 2 Last weekend
period 1 Section A Let’s learn / Do a survey and report p15
教师寄语： First things first .（重要的事情先做）
Learning aims(学习目标)
1.四会单词或词组：cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.
2.理解句子:How was your weekend ？ It was fine ,thanks .What did you do ? I stayed at home and watched TV.
3.学唱歌曲《Last weekend》.
Important difficult points(重难点)
3.重点：学习单词或词组以及句子。
4.难点：掌握动词过去式的读音。
导学探究
Step1 : 预习温故（用时5分钟）
1、Go over the words:
young-younger,old-older,tall-taller,short-shorter,long-longer,small-smaller,big-bigger,stronger.
2、Free talk :
T: I’m 28. How old are you ? S: I ’m 12years old.I’m younger than you .
T: I’m 1.65meters. How tall are you ? S: I ’m 1.61 metres. I’m shorter than you .
T:I’m 48kg.How heavy are you ? S: I ’m 40kg. T:I’m heavier than you.
3. T: I often clean my room on the weekend.
T: What do you do on the weekend ?
S: I often clean my room on the weekend. （多操练）
T:Today we’ll learn U.2 Last weekend. (板书教读)
Step 2. 新课内容展示（用时18分钟）
Let’s learn
1.New phrases: cleaned ,washed ,watched ,stayed ,cleaned my room ,washed my clothes ,stayed at home ,watched TV.
（1）T 板书下列单词的原形clean ,wash ,watch,stay，并用I often clean my room /…造句。
（2）T 板书以上单词原形并且加ed后，用I cleaned my room /…last weekend 造句。
(3)学生观察两个词组的不同之处.T：eg:cleaned 是clean的过去式，当我们要表达过去发生的事情时，就要用动词的过去式，规则动词的过去式一般在原型后面加ed.cleaned的ed 发/d/. 师带读.
(4)用同样的方式教“stay/stayed at room，wash/washed my clothes,watch/watched TV.”. 注意:washed,watched的ed 发/t/.
2. T: How was your weekend ? S:It was fine ,thanks.
T:What did you do ? S:I I stayed at home and watched TV.
3. Listen to the tape of Let’s learn and follow it.
Step 3. 合作交流，师生共建（用时7分钟）
1.领读Let’s learn 中的短语及句子，并纠正读音。
2.自编chant,边做动作边chant :What did you do ? I cleaned my room. What did you do ? I washed my clothes. What did you do ? I stayed at home. What did you do ? I watched TV. (注意：do 的过去式did ).
3.教学Do survey and report ：学生利用表格，进行问卷调查。
4.学唱歌曲《Last weekend》.
Step 4. 达标检测（用时9分钟）
一、看图片，选词组。
A．watched TV B.stayed at home C.cleaned my room
D. washed my clothes E. played football

1_____ 2.______ 3. _____ 4. _____ 5. _____
二、写出下列动词的过去式。
1. wash______ 2.stay_____ 3.watch______ 4.clean______ 5.do ______
三、读一读，选一选。
（ ）1.你想问同学周末过得怎样，可以说：______.
A. How was your weekend ? B. How old are you ?
( ) 2.你想问同学有多高，可以说:_______.
A.How heavy are you ？ B.How old are you ?
( )3.你想告诉同学：你周末过得很好，可以说：____.
A. I’m taller than you . B. It was fine.
( ) 4.你想问同学上周末做了什么?可以说_____.
A . What did you do last weekend ？B.What are you going to do next weekend ？
（ ）5.你想说：它比我们俩加起来还高，可以说：_______.
B.It’s taller than both of us together. B.It’s taller than the elephant.
学生小结：这节课我学到了__________________________________
Step 5.布置课后作业（用时1分钟)
1.抄写新单词，句子。
2.完成配套的相关练习。
Step 6.板书设计：
Unit 2 Last weekend
Words: clean—cleaned wash—washed watch—watched stay --stayed
Sentences:----How was your weekend ？ ----I’m fine,thanks.
----What did you do? ----I stayed at home and watched TV.
教学反思： /ppperiod 2 Section A Let’s try/Let’s learn p14
Learning aims(学习目标)
1.复习单词或词组cleaned, washed, watched, stayed, cleaned my room, washed my clothes, stayed at home, watched TV。
2.四会句子：How was your weekend ?It was good ,thank you .What did you do ?
I stayed at home with your grandma .Did you do anything else?
3.三会单词：drank 、show .
Important difficult points(重难点)
1.重点：掌握四会句子。
2.难点：掌握一般过去时的句式特点并能正确运用。
导学探究
Step1 : 预习温故（用时5分钟）
1. Go over the old words and phrases :
T : clean S：cleaned /cleaned my room T: watch S: watched/watch TV
T: stay S: stayed/stayed at home T：wash S: washed/washed my clothes
2.Free talk :
T:

小学六年级下册英语教案：Unit 4 Then and now

Unit 4 Then and now 备课人：
课时分配：6课时 备课时间：2015/3/4
单元教材分析 单元学情分析
本单元以过去和现在为话题，重点学习表示过去的时间状语、学校设施和部分动词及动词短语。 本单元以学生的实际情况出发，通过说唱歌谣、小组合作等形式使学生处于轻松、快乐、趣味十足的学习氛围。
单元教学目标：
1、 听说认读star,easy,race,felt,trip,woke,会听说读写gym,ago,cycling,badminton.
2、 能够熟练运用There be句型描述过去的事情和现在的事情。
3、 能够掌握询问某人的变化的句型。
课时教学设计
课题：Unit 4 A Let's learn 备课人： 上课人：
教学目标：
1、 听说认读单词：dining hall,gym,grass,…years ago,…months ago,last year,last month.
2、 学习句型：There was/were…We didn’t have…及其一般过去时态的具体运用。
3、 学生会根据具体年代判断与之相符的事物。
4、 学唱歌曲《Changes in me》
教学重点：
过去时间状语的运用。 教学难点：
句型There was/were…的具体运用。
教具学具课件准备：ppT 图片 第几课时：period 1
探索流程 个性添加（教学反思）
Learning steps(学习步骤):
Step 1.预习温故(用时5分钟）
1. Go over the phrases of Unit 3: ate fresh food, went swimming, took pictures, bought gifts, rode a horse, rode a bike , went camping, hurt my foot , went fishing
教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说)
2. Free talk.
T: How was your weekend?
Ss: It was fine.
T: Where did you go? 、
Ss: I went to ...
T: How did you go there?
Ss: By ...
T: What did you do there? Ss: I went fishing. / ...
Step 2. 新课内容展示（用时15分钟）
1. 教学单词dining hall, grass, gym, ago.
(1) Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。Chant: Grass, grass. play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning. Gym, gym. play basketball in the gym.
(2) 教学单词ago及词组... years ago, ... months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。 让学生说出... years ago, ... months ago的意思并造句。
2. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now there’s a new one in our school.
3. play the tape of Let’s learn.学生仿读。
Step 3.合作交流：（用时10分钟）
1. 小组读单词，开火车读单词。
2. 学生灵活运用所学单词句子。
3. 完成Find the mistakes.学生先自己读句子，然后小组合作找出错误的地方。
4. 学唱歌曲《Changes in me》
Step4、达标检测（用时9分钟）
板书设计 作业布置
Unit4 Then and now h
dining hall, gym, grass, ago, ...years ago, ... months ago
There was gym in my school twenty years ago.
Now there’s a new one in our school.
1.抄写并背诵dining hall, gym, grass, years ago, months ago, last year, last month
2.用本课时句子写一个对话。

课时教学设计
课题：Unit4 Then and now 备课人： 上课人：
教学目标：
1. 听说认读单词：star, easy, look up, Internet.
2. 听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.
3. 听懂Let’s try,完成Tick or cross.
教学重点：
1.听说读写句子，听说认读单词。
2.理解对话。 教学难点：
1.听说读写句子，听说认读单词。
2.理解对话。
教具学具课件准备：ppT 第几课时：period 2
探索流程 个性添加（教学反思）
Step 1.预习温故(用时5分钟）
1. Go over words of Let’s learn. 教师做动作，学生说单词并造句。教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym.
2. 用ago造句。 There was a dog in the park five days ago.
Step 2. 新课内容展示（用时15分钟）
1.教学单词star, easy, look up, Internet.
（1）画星星简笔画 T: What’s this? Ss: It’s star. 板书star并教读。T: Can you spell star? Ss: S—T—A—R. T: It is easy. （板书并教读easy.）
(2)出示一个星座图片，T: Do you know its name? Ss: I don’t know. T: We can look it up on the Internet. 板书look up, Internet讲解并教读。
2. （1）出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。
（2）出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。(3) 讲解并教读句子：Tell us about your school, please. How do you know that?
3. 学生听录音，老师教读对话。
4.学生自己读对话，回答问题：What was Grandpa’s school like?
5.学生讲解对话，教师补充答疑。
Step 3.合作交流：（用时10分钟）
1. 教读对话，学生小组练习对话。
2. 学生灵活运用本课时单词和句型自由编对话。
3. Finish Let’s try.
4. Step4、达标检测（用时9分钟）
板书设计 作业布置
Unit 4 Then and now
There was no library in my school.
Tell us about your school, please.
How do you know that?
There were no computers or Internet in my time. 1.抄写本节课的单词和句子各一遍。
2.完成活动手册
3.完成练习册。
课时教学设计
课题：Unit 4 Then and now 备课人： 上课人：
教学目标：
1. 听说读写单词及短语：cycling, ice- skate, badminton，go cycling
2. 能听说认读句子：I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.
教学重点：
1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton. 教学难点：
1. 听说读写单词cycling, ice- skate, badminton. 2. 记忆badminton.
教具学具课件准备：ppT 第几课时：period 3
探索流程 个性添加（教学反思）
Step 1.预习温故(用时5分钟）
1. Go over the words. dining hall grass gym star easy
2. 谈论学校的今昔对比。T: Tell us about your old school, please.
S1: There were no computers in my old school.
T: How do you know that? S1: Our head teacher told us.
Step 2. 新课内容展示（用时15分钟）
1. 教学单词及词组：cycling, go cycling, ice- skate, play badminton.
(1).出示骑车的图片T: Which sport is it?板书cycling并教读。（2）教师边做骑车的动作边说Go cycling, I can go cycling.。（3）出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton.（4）出示滑冰的图片，教学ice-skate. 边做动作边说：Ice-skate, Ice-skate， I can ice-skate.
2. 板书句子：I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling.告诉学生think—thought, can – could.
3.板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出意思，全班齐读。
4. 播放Let’s learn录音，学生跟读。
Step 3.合作交流：（用时10分钟）
1. 学生开火车读单词，词组。
2. 学生灵活运用所学单词及句子表演对话。
3. Finish Listen, match and say. (1) 听录音，把人物与做的活动连起来。（2）根据连线同桌对话：Before, Allen couldn’t ... Now ...
Step4、达标检测（用时9分钟）
板书设计 作业布置
Unit4 Then and now
cycling, go cycling, ice- skate, badminton, play badminton
I didn’t like winter before.
I thought it was too cold, and I couldn’t go cycling.
think – thought can -- could
How about now? Now I love to ice-skate, so I like winter. Make and write down a new conversation 。
课时教学设计
课题：Unit 4 Then and now 备课人： 上课人：
教学目标：
1. 听说读写句子：Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2.听说认读单词different, active.
3. 听懂会说本课时的对话.
教学重点：
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。 教学难点：
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
教具学具课件准备：ppT 第几课时：period 4
探索流程 个性添加（教学反思）
Step 1.预习温故(用时5分钟）
1. Go over: go cycling ice-skate play badminton
教师做动作，学生一起说出短语并造句。Go cycling, I could go cycling.
Ice-skate, I could ice-skate. play badminton, I could play badminton.
2. 齐读Let’s learn对话并请学生翻译。
Step 2. 新课内容展示（用时15分钟）
1. 教学different.
出示自己小时候的照片，T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different now.板书different,请学生说出它的意思，并教读。
2. 教学active 和 板书句子：Before, I was quiet. Now, I’m very active in class. 请学生说意思，然后齐读。
3.板书句子：I was short, so I couldn’t ride my bike well. Now, I go cycling every day.请学生说句子的意思，然后齐读句子，最后请学生模仿该句子说自己的变化。如：
I was short, so I couldn’t play basketball well. Now, I play it every day.
4.学生自己读对话，回答问题：How did Mike change?
5. 学生讲解对话，教师答疑。
6.放录音，学生跟读。
Step 3.合作交流：（用时10分钟）
1．学生小组读对话。 2. 分角色朗读对话。 3. Finsh Let’s try.
4. 用p36的句子灵活运用所学单词及句子谈论家人或朋友的变化。
Step4、达标检测（用时9分钟）
板书设计 作业布置
Unit4 Then and now
active different绿Before,
I was quiet. Now,
I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day. (1)完成活动手册Listen again and write
(2) Write the new words.


课时教学设计
课题：Unit 4 Then and now 备课人： 上课人：
教学目标：
1. 能听,说，认读单词race, nothing, thought ,felt, cheetah, trip, woke, dream。
2.能听懂，会说句子：There are many animals in the race. But suddenly he tripped and fell.3.能听懂，读懂小短文，并能完成相应的练习
教学重点：
重点:能听懂，会说句子：There are many animals in the race. 教学难点：
能听懂，读懂小短文，并能完成相应的练习。
教具学具课件准备：ppT 第几课时：period 5
探索流程 个性添加（教学反思）
Step1 : 预习温故（用时5分钟）
Step 2. 新课内容展示（用时15分钟）
1.出示单词卡片和图画教学单词：race, nothing ,thought, felt, cheetah, trip, woke, dream并板书,教读,学生跟读。
2.S: 学生独立阅读课文，边读边理解。勾出不理解的句子。
3.T:帮助学生理解句子并板书：1.There are many animals in the race.2. But suddenly he tripped and fell.
4. Listen to the passage.
5. Number the picture.
Step 3. 合作交流，师生共建（用时10分钟）
1.领读Read and write 中的句子并纠正读音。2． 抽学生理解课文,并答疑。
3.学生勾出动词的过去式，并写出原型。老师可以板书。
4. Finish exercise:
1. Step 4. 达标检测（用时5分钟）
板书设计 作业布置
Unit 4 Then and now
1.There are many animals in the race
2. But suddenly he tripped and fell. 1. 完成活动手册
2. 用所学句型编对话。
课时教学设计
课题：Unit 4 Then and now 备课人： 上课人：
教学目标：
1.复习本单元的四会单词、词组及句子。
2.能够独立完成Let’s check/Let’s wrap it up部分内容。
3.理解Story time 中的故事。
教学重点：
1.掌握本单元单词和句子。www.xkb1.com/
2.完成相关练习并理解故事。 教学难点：
1.掌握本单元单词和句子。
2.完成相关练习并理解故事。
教具学具课件准备：ppT 第几课时：period 6
探索流程 个性添加（教学反思）
Step1 : 预习温故（用时5分钟）
1.Review the words and phrases and sentences in U.4.(多操练)。
Step 2. 新课内容展示（用时15分钟）
1. 复习四会单词，四会句子，三会单词。（读课本四单元单词和句子）
2.Main scene(多操练)
(1)Ss自己观察主图，自读句子，再教读正音。
(2)Listen to the tape and follow it.
3. Listen to the tape and finish Let’s check.
1)学生观察图片上画的什么？
2）T播放磁带，学生听音为图片标号后讲评订正。
3）T再次播放磁带，Ss cross out the words you didn’t hear,后讲评订正。
4. Let’s wrap it up. Talk about the changes below.
Step 3. 合作交流，师生共建（用时10分钟）
Story time.
1)T: Look ,Zoom and Zip are talking about changes .What are they talking about ？Let’s read.
2）观察主图，让学生阅读故事，了解故事大概,画出不理解的句子。
3）听录音理解并仿读故事。绿色圃中小学
Step 4. 达标检测（用时9分钟）
板书设计 作业布置
Unit 4 Then and now
It was raining. In summer, the tree was green. There was a building before. The cat was on the chair. 抄写并背诵本单元的四会单词及句子并写出汉语意思。
2.完成相关练习。
单元开始页
备课内容：Recycle Mike’s happy days 备课人：
课时分配：3课时 备课时间：2015/3/4
单元教材分析 单元学情分析
本单元是人教pEp版英语六年级下册复习单元。本单元通过Mike幸福的几天生活情况，讨论：1.有关农场的情况，2.Mike和新朋友的学校生活的情况以及对未来的规划等。3.Mike的学校发出了晚会邀请，学生参加送别晚会，并在小故事中感受友情的可贵。 单元的学生通过几个单元的学习，对六年级下册的英语知识点有了大致的了解，利用复习单元，加深学生的印象，提高学生的英语水平。并在情感方面有了更高层次的升华。
单元教学目标：
1． 会给单词归类；
2． 去市场之前会列好清单；
3． 会描述在农场的活动内容，会描述自己的学校生活；
4． 会规划自己的未来，有自己的理想；
5． 会写邀请函，会列举晚会需要的物品。
课时教学设计
课题：Recycle Mike’s happy days 备课人 上课人：
教学目标：
1.会给单词归类；2.去市场之前会列好清单；
3.能介绍新朋友的外貌特征；4.能描述农场生活和活动。
教学重点：
1.会给单词归类；
2.去市场之前会列好清单；
3.能介绍新朋友的外貌特征；
4.能描述农场生活和活动。 教学难点：
1.去市场之前会列好清单；
2.能介绍新朋友的外貌特征。
教具学具课件准备：ppT 第几课时：period 1
探索流程 个性添加（教学反思）
Step 1 Warm-up
1. Greeting.
2. Free talk.
Step 2 presentation
Day 1: A beautiful farm
Day 2: Farmers’ market
Day 3: Life on the farm
Day 4: Mike’s day on the farm
Step 3 Extension
Step 4 Summary
Step 5 Homework
板书设计 作业布置
Recycle Mike’s happy days
1. Can you name the group of the words? 1. 完成活动手册 read and write.
课时教学设计
课题：Recycle Mike’s happy days 备课人： 上课人：
教学目标：
1. 能看懂Mike学校生活的ppT,复习学科名称，理解Mike对各科的喜好。
2. 能用简单的英语向别人介绍自己的朋友。
3. 能根据文章内容判断正误，找出错误理由。
4. 通过故事的阅读提高英语阅读理解能力和阅读技巧。
教学重点：
1. 能掌握表示各个学科的单词及喜欢和不喜欢该学科的理由。
2. 能理解故事并能流利地朗读故事。 教学难点：
如何在现实生活中运用所学，规划好自己的未来。
教具学具课件准备：ppT 第几课时：period 2
探索流程 个性添加（教学反思）
Step 1 Warm-up
1. Greeting.
2. Free talk.
3.看课表，同桌展开问答练习。
复习句型I like…best.=My favorite…is…/…is my favorite.
Step 2 presentation
1. Watch the ppT of the story.
2. Read the story and find the mistakes.
3. 要求学生带着问题再次阅读。
4. Look at Bill’s poster.
Step 3 Extension
Design your own poster.
Step 4 Summary
Let the students tell the class what we learnt today.
Step 5 Homework
板书设计 作业布置
Recycle Mike’s happy days
1. Mike’s school life
2. Read and underline the mistakes
3. Read and tick or cross.
Write your own poster.
课时教学设计
课题：Recycle Mike’s happy days 备课人： 上课人：
教学目标：
1. 能看邀请函，并自己设计邀请函。
2. 能恢复别人的邀请函。
3. 能自己合理安排晚会内容。
4. 能为举办晚会筹划各种所需物品。
教学重点：
1. 能掌握邀请函的主要内容，如：时间、地点、人物等。
2. 能自己做好晚会准备工作。
3. 能恢复邀请函。 教学难点：
复习will，be going to 构成的将来时在句中的运用。
教具学具课件准备：ppT 第几课时：period 3
探索流程 个性添加（教学反思）
Step 1 Warm-up
3. Greeting.
4. Free talk.
Step 2 presentation
1. Day 7:Mike’s surprise
2. Write a reply.
3. Design your own invitation.
4. Day 8: A farewell party
5. Story time
1. 读故事，领略故事大意。
2. 教师点拨难读的单词和句子。
3. 学生分角色朗读故事。
4. 有能力的学生组成小组分角色表演
5. 读课文，让学生体会文章表达的中心思想—友情的重要性。
Step 3 Extension
Step 4 Summary
Let the students tell the class what we learnt today.
Step 5 Homework
板书设计 作业布置
Recycle Mike’s happy days
1. What are they going to do at the party?
2. Group the words. 写一封回复函。

外研版六年级下册英语教案：Review Module

课 题 Review Module

学目标 Talk about their holiday from May,1st to May,7th

Dictate the words .

教学过程

Step1.Greeting between the teacher and students

Ss:Hello,Ms Zhao.

T:Hello,boys and girls.

S:...

Step2.Talk about the holiday with students.

T:Were you happy?

Ss:

T:Why?

Ss:..

T:Who travelled in the holiday?

Ss:...

T:What did you saw ?

T:Who stayed at home all the holiday?

Ss:...

T:What did you do at home?

Ss: 1.I watched TV.

2.I did my homework.

3.I read a book.

4.I played basketball.

5.I played football.

6.I played table tennis.

7. I cooked dinner and helped my mother.

8.I wrote a letter to my mother.

9.I learned maths and Chinese

Step3.play a game:

Let atudents read the sentences two minutes,then clean up the sentences .Then let students say out the sentences.

Step4.1.Give students five minutes to write the words ,then dictate the words.

2.Let students check the words each other.

3.Correct the wrong words.

教学札记：本课为复习课，让学生通过复习巩固所学知识，主要复习动词的过去式，通过看、听、说，让学生加深记忆。

课 题 Revise module2

教学目标 Ss can grasp the present future tense.

Ss can express their plan with "be going to"　教 与 学 过 程 设 计

Step1.Sing the song"what do you want to eat?"

Step2.1.play the tape for students and let them follow it.

2.Let several groups read the text in groups.

3.Let them try to remember the text.

Step3.

1.Let students look at the pictures on page 7,then make sialogue like this:

A:What are we going to do ?

B:We are going to go to the park.

A:When are we going to go to the park.

2.Let students discuss in groups of two,then let them show hteir dialogue.

B:We're going to go to the park at 11.

Step4.Let student turn to page 45.

1.And explain:The Smart Family are on holiday.They are going to beach for a day. Do you know what are they going to do? Let see together.

1.have breakfast

2.take a bus

3.go swimming

4.go clcying

5.go to the park

6.have a picnic lunch

7.look at the big ship

8.go to the theater

2.Then students close the books ,then listen and fill in the box with the time.

3.Then let them answer like this:

They are going to have breakfast at 8 o'clock.

Step5.T:I think they are going to take some photos.

Look. These are their photos. Can you gusee what I am saying.

1.They are seeing a film.(picture 5)

2.They are looking at the big ship.(picture 4)

3.They are having a picnic.(picture 3)

4.They are riding bikes.(picture 2)

5.They are swimming.(picture 1)

感谢您拜读范文资讯网教案频道的“六年级英语教案：Where is he”一文，希望“六年级英语教案：Where is he”能解决您的教案需求，同时，Fwr816.com还为您精选准备的六年级下册英语教案专题！