闽教版六年级英语下册教案Story Time教案
Story Time
The Old Man and the Goldfish
教学目标
◆语言知识目标
1.学习故事中的主要词汇。
2.通过故事学习，巩固一般过去时的用法。
3.通过模仿故事中不同人物说话的语气，帮助学生养成良好的发音习惯。
◆语言技能目标
1.能根据已有的知识理解故事内容。
2.能借助图片听懂简单的提问。
3.能正确朗读故事内容。
4.能在教师的帮助和图片的提示下叙述故事的主要情节。
◆情感态度
教育学生要靠自己辛勤的劳动去创造财富，以得到真正的幸福。
教具准备
1.有关的单词、词组卡片。
2.《老人和金鱼》故事书一本。
3.课文图片及12段文字的小纸片。
4.录音机或多媒体教学光盘。
教学过程
Step 1 Warming up
1.师生互致问候。
2.教师播放录音，全班同学模仿学唱歌曲：Our School Will Shine。
Step 2 Review
1.复习一些动词及其过去式。
（1）教师出示有关动词的卡片：
live,do,go,say,is,are,put,cry,ask,get,want,shout等，请学生拼读。
（2）教师将卡片贴在黑板上，请几位学生上台写出它们的过去式，其余学生写在作业纸上，然后教师与全体学生共同订正，并复习它们的过去式及动词过去式的变化规律。
（3）请几位学生当“小老师”领读单词。
（4）游戏——四面开花。
游戏规则：教师出示某个动词的原形或过去式，全班学生朗读，当教师在某位学生面前停下时，该学生要立即起立读出该单词，该学生前后左右的四位同学要立即读出该单词的过去式或原形，反应快者为获胜者。
2.呈现课题。
（1）教师出示渔夫和金鱼的图片，贴在黑板的最上方，边贴边说：“Today we will learn a story. The story is about an old man （在图片下板书old man）and a goldfish（在图片下板书goldfish）. Who c an tell us the title of the story?”
（2）揭示故事题目并板书：The Old Man and the Goldfish。
（3）教学goldfish，告诉学生goldfish是复合词，由gold（金的，金色的）和fish（鱼）两个单词组成。
Step 3 Presentation
（一）初步感知故事内容
1.教师出示《老人和金鱼》的故事书说：“Do you know this story? Who can tell us the story?”请一位学生用中文简单描述一下故事内容。
2.教师出示故事中12段文字的小纸片，分给学生，将学生4至5人分为一组，合作研读纸片上的内容，然后将纸片贴在黑板上课文12幅图片的下方。
3.学生翻开课本第70页，自读故事，并核对黑板上的图与文是否配对。
4.教师播放故事录音或多媒体教学光盘，学生认真听和看，并小声模仿。
（二）学习第一幅图
1.教师指着第一幅图与学生进行问答练习：
Who’s he?（an old man, a fisherman, a poor fisherman）Who’s she?（the old man’s wife, the fisherman’s wife）Where did they live?（in a small house）
What did he do?（went fishing）
2.根据学生的回答，教师在第一幅图下板书：a poor fisherman,wife,lived in a small house, went fishing, in the sea 等。
3.教学单词和词组，强调fish, goldfish, fisherman, went fishing 在音、形、义上的异同点。
4.请学生根据图片下的文字提示，叙述第一段文字，采用先全体后个别的方式。
（三）学习第二幅图和第三幅图
1.教师指着第二幅图说：“The old man pulled up a goldfish.”边说边板书：pull up，并通过动作让学生明白其意思。
2.教师指着第三幅图说：“He put the fish back into the sea. Why?”边说边板书：put the fish back into the sea。
3.请学生看课本第70页的第二、第三幅图旁的文字，然后说出原因：原因一：The goldfish said,“Please let me go. I’ll come to help you when you need anything.”
原因二：The old man was very kind.
4.学习新单词和词组。
5.教师指导学生朗读，要求学生读出金鱼乞求的语气。
（四）学习第四幅图至第十幅图
1.教师指着第四幅图说：“The old man went home and told his wife about the fish. Was his wife as kind as the old man?”
2.引导学生看第四至第十幅图，说出渔夫的妻子不好的原因。
She wanted a new washtub.
She wanted a new house.
She wanted a palace and new clothes.
She wanted to be the Queen of the Sea.
She wanted the goldfish to be her servant.
3.教师出示下列单词和词组：told（tell）,washtub, a new house,
a palace and new clothes, the Queen of the Sea, servant等，帮助学生一起学习。
4.教师指导学生用cry和shout的语气来说一说渔夫妻子所说的话。
（五）学习第十一幅图和第十二幅图
1.导入。
教师问全班：“你们觉得渔夫的妻子是个怎样的人？”学生自由回答。
教师总结：“渔夫的妻子如此贪得无厌，结果会怎样呢？”
2.请学生自读最后两段文字，得出结论：The goldfish didn’t give them anything. They were poor again.
3.教学单词seaside和这两段文字。
4.情感教育：教育学生不要学渔夫的妻子，要靠自己辛勤的劳动去创
造财富，才能得到真正的幸福。
Step 4 Consolidation
1.教师出示单词卡片，复习故事中出现的动词原形及其过去式。
2.复习巩固本课的主要单词和词组。
3.请学生自行阅读故事，在不明白的地方做上记号，请老师或同伴答疑。
4.教师播放录音，学生默读故事，然后回答下列问题：
What did the old man’s wife want first?
What did she want then?
What did she want next?
What did she want finally?
Were they poor again?
5.教师播放录音二至三遍，学生模仿跟读。
教师引导学生有感情地朗读故事内容，读出金鱼请渔夫放它离开时乞求的语气，渔夫说话时无奈的语气，渔夫妻子说话时贪婪凶狠的语气。
看看哪位学生模仿得最像。
6.教师指导并帮助学生分段、分角色叙述故事的主要情节。
Step 5 Homework
1.听故事录音，模仿跟读故事内容。
2.用英语将故事讲给同伴听。
六下Unit3_C_Story_time公开课教案
Unit3 C Story time一、教学目标基础知识目标：1. 学生可以听懂、会说、并能够口头运用的词汇是：believe, must, spaceship, dream.2. 学习故事，并理解故事内容，鼓励学生尝试复述课文。
3. 学生能够分角色表演课文中的故事。
基本技能：1. 创设轻松愉悦的学习氛围，激发学生的学习热情。
2. 通过小组讨论，故事表演等方式，引导学生归纳与巩固本单元的知识。
综合素质：通过分角色表演课文中的故事，培养学生乐于用英语交流的习惯。
二、学情分析Story time通过Zip与Zoom对话的形式，描述了Zoom去月球的旅行，进一步巩固了学生对动词过去式的运用。
本课课文内容难度不大，重在让学生感知动词过去式。
学生理解课文之后，教师可以通过图片或者板书的形式来鼓励学生描述Zoom去月球的经历，提高学生语言运用的能力。
三、重点难点重点：1. 学生能够理解故事内容，进一步巩固过去式。
2. 学生能简单复述课文。
难点：学生在了解故事的基础上，能分角色表演故事。
四、教学过程活动1【导入】Warming up1. Greeting：师生相互问候，拉近距离，活跃气氛。
2. 利用PPT动画与学生玩一个简单的游戏“C atch the plane”,复习本单元的短语，为故事教学做好铺垫。
3. Free talk.复习本单元重点句型“How was your holiday? Where did you go? How did you go there? What did you do there?”.活动2【讲授】Learning the text兴趣是学生最好的老师，在这个环节抓住学生的心理特点，利用简笔画的形式引出所学新知识。
1. 首先我将创设一个情境One day, Zoom stayed at home and slept. Then he had a dream. What was it? Do you want to know? 激起学生的好奇心。
闽教版小学英语六年级下全册教案-原创
Unit 1 Winter ActivitiesPart A教学目标◆语言知识目标1.学习词汇：anywhere，famous，travel，along，the Yangtze River,go back。
2.学习句型：Did you go anywhere in winter?Yes. I went to Shandong.I climbed a famous mountain.3. 复习巩固元音字母a，e，i，o，u在开音节中的发音。
4. 学说韵律诗：Sightseeing。
5. 功能：假日活动。
◆语言技能目标1.能准确使用动词的过去式讲述过去发生的事情。
2.能运用所学语言完成调查任务。
3.能根据调查结果谈一谈一次外出旅游的活动。
◆情感态度合理安排假期，让自己的假期生活愉快而充实。
教具准备1.五个元音字母卡片。
2.有关单词和词组卡片。
3.一张中国地图。
4.录音机或多媒体教学光盘。
教学过程Step 1Warming up1.师生互致问候。
2.教师播放本套教材五年级下册第7页的韵律诗：How Was Your Vacation? 全班学生模仿录音说一说。
Step 2 Review1.根据韵律诗内容，教师说：“Winter vacation was just over. Can you tell me your winter activities?”（板书 Winter Activities）2.学生自由说，教师在黑板上板书学生说到的句子中的单词或词组，如：went to…visited…did my homeworkplayed football…3.教师出示学过的动词原形及其过去式，复习它们的音、义、形及变化规律。
4.教师再出示一些动词词组，如：took some photos，went skating，climbed a mountain，listened to music等，进行复习巩固活动。
六年级英语unit 3 story time
（1）Act the story out in groups.
（2）Read the story to your parents.
板书设计
C Story time
教学反思：
Step2while-ຫໍສະໝຸດ eading1.prediction：lookat the picture, where did Zoom go? Guess.
Zoom went to the moon. Can you go to the moon? No. We can’t go to the moon. SoIthinkZoomhadanunusual trip. Do you know unusual trip? Let’s look at somepictures.
（2）What did he see?
He saw Chang’e, the rabbit and the tree.
3. second reading.
（1）Did he take any pictures?
（2）Why didn’t he take pictures?
It’s a dream.
4.Third reading.
集体备课（初、共、个）案设计
教学内容
Unit3storytime
课时/课型
故事
课时目标
能够读懂Zoom和Zip对话的小故事。
能通过故事复习巩固一般过去时的语言点。
能够表演故事，恰当运用故事中的语言。
能够培养学生学习英语的兴趣，增强团队合作意识。
教学重点
能够通过故事复习巩固本单元的重点语言。
能够表演故事，恰当运用故事中的语言。
readandnumber.
六下U1 Story time 教案
英语(六年级下册)Unit 1 The lion and the mouseStory timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说large, strong, quietly, weak, loudly, mouse, walk by, wake … up, some day, let … go, the next day, net, bite, sharp, sadly, just then, soon, from then on。
2. 能听懂、会读、会说日常用语The mouse said sadly. The lion laughed loudly。
3. 能正确地理解、朗读故事内容，并能在板书与图片的帮助下尝试复述故事内容。
4. 能初步了解副词的用法。
5. 能体会故事内涵。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确地理解、朗读故事内容，并能在板书与图片的帮助下尝试复述故事内容。
教学难点：能听懂、会读、会说不规则动词bite, let, wake的过去式；能在板书与图片的帮助下尝试复述故事内容。
Teaching procedures 教学过程Step 1 Free talk &Warm-upT: Hello, boys and girls. Did you have a nice winter holiday? What are you going to do in the new term? Can you make a study plan?S: I’m going to …T: Are you going to read English every day? What are you going to read?S: I’m going to read English stories/newspapers/books/…T: What English stories did you read?S: I read… (Goldilocks and the three bears/Cinderella/The king’s new clothes…)T: Today we’ll read a story about animals. Let’s have a look!Step 2 Presentation1. T: (PPT呈现描述) It’s large and strong. It has big sharp teeth. It can run fast. It’sthe king of the forest. What is it?→ large (very very big), sharpS: A lion. (板书贴图)T: There was a lion in the forest. He was very large and strong. (板书large, strong) Look! What is this? (PPT呈现小老鼠)(板书贴图) Can the lion and the mouse be friends? Why? Please discuss in groups first and then tell me.S: The lion and the mouse can/c an’t be friends. Because the lion is … and/but the mouse is …→ not strong = weak (板书small、weak)T: All of you did a good job! Today we’ll learn the story about the lion and the mouse. You’ll know if the lion and the mouse can be friends.2. Story time(1) T: Let’s watch the cartoon and get the answer. (播放Story time动画)T: Can they be friends?S: Yes! (板书became friends)T: What happened? Can you try to put the sentences in order? (PPT呈现教材第8页句子排序练习)T: (PPT呈现新词汇wake—woke, let—let, get out (from), net 并带读)(2) Read and answerT: Now please read these three questions and find the answers quickly. (PPT呈现三个问题)S1: The mouse said he could help the lion one day.S2: Two men caught the lion with a large net. (板书The two men caught …with …)S3: The mouse made a big hole with his teeth.T: From this story, what do you know? (PPT呈现四个句子)S: …(3) T: Now we know the main idea about the story. Let’s read together and know morein details. (PPT逐图呈现Story time 图片以及对应的句子填空，学生听录音，补全句子，教师随文教学新词)Picture 1: There was a lion in the forest. He was very large and strong.Picture 2: One day, a mouse walked by and woke the lion up. The lion was angry and wanted to eat the mouse. (教学walk by)T: How did the lion feel? What about the mouse?S: The mouse is afraid.T: (板书afraid) What did the mouse say?S: Please don’t eat me. I can help you some day.T: (板书I can help you some day.) How did the mouse say it?S: The mouse said quietly.T: (板书said quietly) Please try to say like the mouse.T: The lion laughed loudly. (板书laughed loudly) What did the lion say?S: You’re so small and weak! How can you help me?”T: Good. Then the lion let the mouse go. Now please read after the tape.Picture 3: The next day, two men caught the lion with a large net. The lion bit the net with his sharp teeth, but that did not help. (板书big sharp teeth) T: Please try to say “How can I get out?” sadly like the lion.T: Please read after the tape.T: The lion was sad. (板书sad). He couldn’t get out. What could he think about?S: Who could help me?/I want to go home!…Picture4:Just then, the mouse saw the lion. “I can help you.” He said. Soon, the mouse made a big hole in the net with his teeth. The lion got out.T: Why could the mouse make a hole in the net?S: Because the mouse had small sharp teeth. (板书small sharp teeth)T: How did the lion feel in the end?S: happy.T: (板书happy) Good. Now let’s read after the tape.Picture 5: From then on, the lion and the mouse became ___________.T: Do you think the lion will make friends with other small and weak animals from then on?S: Yes! Because …Step 3 Consolidation and practice1. Ask and answer.T: Now can you answer the questions about the story?(教师播放P8 Ask and answer环节的动画，先让学生清楚如何提问，如何回答，为接下来的竞赛做好示范与准备工作)T: Let’s read the story in pairs and please prepare some questions about the story.Later we’ll have a competition in groups. (学生出题，大组间进行抢答比赛) 2. Retell the story.T: Now please look at the blackboard and try to retell the whole story. Homework 家庭作业1. 跟录音朗读Story time，试着背诵或表演。
《Story time》 学历案
《Story time》学历案一、学习主题通过故事讲述，提升语言表达和理解能力二、学习目标1、能够听懂并理解各种类型的故事，包括童话、寓言、历史故事等。
2、学会运用丰富的词汇和生动的语言讲述自己创作或改编的故事。
3、培养想象力和创造力，通过故事表达自己的想法和情感。
4、提高批判性思维能力，能够分析故事中的人物、情节和主题。
三、学习资源1、各类故事书籍，如《安徒生童话》《伊索寓言》《中国古代神话故事》等。
2、在线故事音频和视频资源。
3、故事创作指导手册。
四、学习过程1、故事导入老师或同学分享一个有趣的故事，引起大家的兴趣。
提问学生对这个故事的感受和想法，引导他们思考故事的魅力所在。
2、故事欣赏学生自主阅读或聆听多个不同类型的故事。
记录下自己喜欢的故事片段和原因。
3、故事分析小组讨论，分析故事中的人物形象、情节发展和主题意义。
每个小组推选代表进行发言，分享小组的讨论结果。
4、词汇积累从所欣赏的故事中，找出优美、生动的词汇和短语。
制作词汇卡片，加深记忆和理解。
5、故事创作学生根据给定的主题或自己的想法，创作一个故事。
在创作过程中，鼓励学生发挥想象力，运用所学词汇和技巧。
6、故事讲述学生轮流讲述自己创作的故事。
其他同学认真倾听，并给予评价和建议。
7、反思与改进根据同学的反馈，对自己的故事进行修改和完善。
再次讲述，对比前后的变化，总结经验。
五、学习评价1、故事理解测试设计一些与所欣赏故事相关的问题，考查学生对故事内容的理解。
2、词汇运用考核给出一段文字，要求学生用所学的优美词汇进行补充和修饰。
3、故事创作评分从情节、语言、主题等方面对学生创作的故事进行评分。
4、讲述表现评价从表达流畅度、声音、表情等方面评价学生的故事讲述表现。
六、拓展延伸1、组织故事比赛，评选出优秀的故事创作者和讲述者。
2、鼓励学生将自己的故事分享给家人和朋友。
3、开展故事续写活动，进一步锻炼学生的想象力和创造力。
在我们的日常生活中，故事无处不在。
闽教版小学英语教案（六年级下册）
闽教版⼩学英语教案（六年级下册）闽教版⼩学英语教案(六年级下册)⽂化和语⾔注释1. 本单元的话题是有关冬天的活动（包括春节的活动）.主要的功能是谈论寒假的⽣活.语法学习内容为⼀般过去时.语⾳学习内容为元⾳字母a.e.i.o.u在开⾳节中的读⾳规则总复习.2. Hi.Julia. Did you go anywhere in winter? (你好.朱莉娅.冬天你去哪⼉了吗？)在这个句⼦中anywhere 是副词.意思是“在、向或到任何地⽅”.anywhere多⽤于否定句或疑问句.如：I can’t find my pen anywhere.（我到处都找不到我的钢笔.）Did you see it anywhere?（你有没有在什么地⽅看见它？）3. I climbed a famous mountain.（我登上了⼀座著名的⼭.）famous是形容词.意思是“出名的.著名的”.例如：Shanghai is a famous city.（上海是⼀座著名的城市.）“以……出名”的表达法是 be famous for.如：This city is famous for its tea.（这个城市以茶叶出名.）4. I traveled along the Yangtze River.(我沿着长江旅⾏.)（1) along 是介词.意思是“沿着.顺着.靠着……边”.如：Go for a walk along the road.（沿着路散步.）A dog is running along the wall.（⼀条狗正沿着墙跑.）（2) the Yangtze River扬⼦江.也就是长江.在江河的名字前⾯要使⽤定冠词the.如：the Yellow River（黄河）.the Nile（尼罗河）.5. I went skating on the lake.（我到湖上滑冰.）冬天哈尔滨的湖上结了厚厚的冰.⼈们可以在湖⾯上滑冰.注意go swimming/skating/shopping的句型教学.16. 本单元语⾳部分复习元⾳字母a, e, i, o, u在开⾳节中的读⾳.a e i o u[ei][i:][ai][ u][ju:][u:]l a ke th e se k i te n o se p u pil bl u em a ke Chin e se r i de h o me m u sic r u ler7. Did you go to see the Ice and Snow Festival? (你去看冰雪节了吗？)注意类似的表达法：Kite Festival（风筝节）.Film Festival（电影节）.8.There was a big ice city. There were many people.（有⼀座很⼤的冰雕城.那⾥有很多⼈.）注意there be的过去时教学.如：There was a basketball game between Class One and Class Two yesterday afternoon.（昨天下午⼀班和⼆班有⼀场篮球赛.）9. Ben and I made a snowman.(我和本堆了个雪⼈.)(1)在汉语⾥.“我和本”要先讲“我”.在英语中“I ”则要放到最后.说成“Ben and I”.⼜如：“我和爸爸妈妈”要说成“my father.mother and I”.（2)snowman（雪⼈）的复数形式是 snowmen.make 的过去式是made.10. And I took a photo of it on my mobile.（我⽤⼿机给雪⼈拍了张照⽚.）此处it指的是“雪⼈”.11. Show me the photo.please.（请把照⽚给我看看.）这个句⼦也可以说成 Show the photo to me.please.⼜如：Show me your homework./Show your homework to me.（请把你的作业给我看看.）12. It’s short and fat.(雪⼈⼜矮⼜胖.)（1) fat是形容词.意思是“胖的.肥的”.注意：在英语中说⼀个⼈fat会显得很不尊重他⼈.⼀般⽤委婉语stout （壮的）来替代.（2) short解释为“矮的”时.其反义词是“⾼的”tall；short 解释为“短的”时.其反义词是“长的”long.13. Many children go back to their hometown with their parents.（很多⼉童和他们的⽗母⼀起回到家乡.）go back to…是“回到某处”的意思.如：Pupils go back to school on September 1st. (九⽉⼀⽇学⽣们回到了学校.)14.grandparents是“祖⽗母.外婆外公”的意思.grandchildren 是“孙⼦.孙⼥.外孙.外孙⼥”的意思.grandson 是“孙⼦.外孙”的意思.granddaughter 是“孙⼥.外孙⼥”的意思.15.课本第7页的韵律诗及其译⽂如下：SightseeingI climbed a mountain,A famous mountain.I traveled along a river,A long, long river.I went skating on a lake,A beautiful lake.观光游览我登上了⼀座⼭.⼀座名⼭.我沿着⼤江旅⾏.⼀条长长的江.我在湖上滑冰.风景秀丽的湖.Part A教学⽬标◆语⾔知识⽬标1.学习词汇：anywhere.famous.travel.along.the Yangtze River,go back.2.学习句型：Did you go anywhere in winter?Yes. I went to Shandong.I climbed a famous mountain.3. 复习巩固元⾳字母a.e.i.o.u在开⾳节中的发⾳.4. 学说韵律诗：Sightseeing.5. 功能：假⽇活动.◆语⾔技能⽬标1.能准确使⽤动词的过去式讲述过去发⽣的事情.2.能运⽤所学语⾔完成调查任务.3.能根据调查结果谈⼀谈⼀次外出旅游的活动.◆情感态度合理安排假期.让⾃⼰的假期⽣活愉快⽽充实.教具准备1.五个元⾳字母卡⽚.2.有关单词和词组卡⽚.3.⼀张中国地图.4.录⾳机或多媒体教学光盘.教学过程Step 1Warming up1.师⽣互致问候.2.教师播放本套教材五年级下册第7页的韵律诗：How Was Your Vacation? 全班学⽣模仿录⾳说⼀说. Step 2 Review1.根据韵律诗内容.教师说：“Winter vacation was just over. Can you tell me your winter activities?”（板书Winter Activities）2.学⽣⾃由说.教师在⿊板上板书学⽣说到的句⼦中的单词或词组.如：went to…visited…did my homeworkplayed football…3.教师出⽰学过的动词原形及其过去式.复习它们的⾳、义、形及变化规律.4.教师再出⽰⼀些动词词组.如：took some photos.went skating.climbed a mountain.listened to music等.进⾏复习巩固活动.5.游戏——限时抢答.游戏规则：教师随机出⽰动词过去式的单词卡⽚.学⽣按组.⼀个接⼀个说出相应的动词词组.看哪⼀组在限定的时间⾥说的词组多且不重复.如：教师出⽰went第⼀组学⽣A：went to Beijing教师出⽰took第⼀组学⽣B：took some photos教师出⽰played第⼀组学⽣C：played football教师出⽰went第⼀组学⽣D：went swimming6.教师揭⽰课题.并在⿊板上写有Winter Activities的地⽅将课题补充完整：Unit 1 Winter Activities Part A. Step 3Presentation （⼀）呈现课⽂内容并学习新知识1.课⽂导⼊.（1）教师说：“Just now we talked about our winter activities. Look! Wang Tao.Julia and Sally are talking about their winteractivities. What did they say?”（2）教师请学⽣完整地听⼀遍课⽂录⾳或观看多媒体教学光盘.让学⽣整体感知课⽂.并在⿊板的左边板书问题：Where did Julia/Wang Tao/Sally go in winter?2.教学句⼦：I traveled along the Yangtze River.（1）请学⽣再读课⽂.然后回答问题.（2）教师出⽰⼀张中国地图.请学⽣指出the Yangtze River的位置.引导学⽣说：“It’s the Yangtze River. It’s a very long river.”（3）教学单词travel及其过去式traveled.（4）教学介词along.along 的意思是“沿着.顺着.靠着……边”.例如：They are walking along the river.（他们正沿着河散步.）There are many trees along the street.（沿街有很多树⽊.）Walk along this road and you will find the library.（顺着这条路⾛.你会找到图书馆.）3.教学单词famous.（1）教师再提出问题：“What did they do there?”然后分段播放课⽂录⾳.请学⽣认真听并找出问题的答案：Julia climbed a famous mountain in Shandong.Wang Tao took many photos when he traveled along the Yangtze River.Sally went skating on the lake.（2）教学单词famous.并请学⽣⽤famous来说⼀说⼀些著名的风景名胜.如：—Do you know the Great Wall?—Yes. It’s very famous.I would like to travel along the Yangtze River. It is very famous in the world.Big Ben is a famous clock in the world.4.学习单词anywhere及句型Did you go anywhere in winter?（1）教师在⿊板上句⼦Where did …go in winter?的旁边板书句⼦：Did you go anywhere in winter?请学⽣读课⽂对话.找到该句话.并通过上下⽂.猜测这个句⼦的意思.（2）教师告诉学⽣.这两句话的意思⼤致相同.然后教学单词anywhere.（⼆）熟读课⽂内容并表演对话1.教师再播放课⽂录⾳或多媒体教学光盘⼆⾄三遍.请学⽣跟读并模仿语⾳语调.2.请学⽣三⼈⼀组.分⾓⾊朗读对话.3.请⼏组学⽣到台前表演对话.要求学⽣要根据对话内容加上适当的表情和动作.（三）巩固练习1.完成课本第3页的Ask and answer.部分.（1）教师播放录⾳.学⽣模仿跟读.并教学词组went/go back.（2）请学⽣两⼈⼀组进⾏对话练习.（3）请个别学⽣进⾏对话展⽰.教师或同伴纠正语⾳语调.2.学说课本第7页的韵律诗：Sightseeing.（1）请学⽣读⼀读韵律诗的内容.先个别后全体.（2）教师播放录⾳.学⽣模仿跟读.（3）请学⽣模仿课本韵律诗⾃编⼀⾸.如：I visited the Great Wall.A long.long wall.I visited Big Ben.A big.big clock.I took many photos.Many beautiful photos.3.完成课本第6页的Learn to write.部分.（1）学⽣独⽴完成练习.将答案写在课本上.（2）学⽣两⼈⼀组交换课本.互相订正.（四）语⾳教学1.教师出⽰五个元⾳字母的卡⽚.请学⽣读⼀读.并将五张卡⽚贴在⿊板上.2.请学⽣回忆⼀下.五个元⾳字母在单词中发什么⾳.最后总结出：元⾳字母在开⾳节中发其各⾃的字母⾳.3.复习开⾳节的两种构成形式.4.请学⽣上台.在元⾳字母卡⽚下写出相应的单词.并读⼀读.5.请学⽣看课本第3页的Listen and learn the English sounds.部分.先⾃读⼀遍.然后教师播放录⾳.学⽣模仿跟读.最后再请⼏位学⽣⽰范朗读.Step 4 Extension综合活动：⼩调查.1.在学⽣间展开⼩调查活动.询问并记录某⼀位同学外出旅游的活动.将调查结果记录在下表中.Question NameDid you go anywhere in winter ( summer ) ?Where is it?Who did you go with?How did you go there?How was the weather there?What did you do there?2.请部分学⽣向全班说⼀说⾃⼰的调查结果.如：××× went to Hainan with his parents in winter. They went there by plane. It’s hot and sunny there. They went swimming. They had some delicious sea food. They ….Step 5 Homework1.听课⽂录⾳.并模仿跟读.3.找⼏张⾃⼰在某个地⽅旅游的照⽚.下节课带来.Part B教学⽬标◆语⾔知识⽬标1.学习单词：make (made).show.fat.thin等.2.学习句型：Look at the snowman.It’s short and fat.Show me the dress.please.Which dress?The long one.3.学唱歌曲：I’m a Little Snowman.4.功能：描述在某个地⽅的旅游活动.◆语⾔技能⽬标1.能使⽤祈使句提出要求.2.能使⽤形容词描述⼈或物.3.能运⽤所学知识谈⼀谈⾃⼰的⼀次外出旅游经历.4.能⽤简短的语句写⼀写⾃⼰的旅游经历.◆情感态度了解我国著名的风景名胜.培养学⽣热爱⽣活.热爱⼤⾃然的情操.教具准备1.有关单词和词组卡⽚.2.Julia.Wang Tao和Sally的头像及⼀张雪⼈图⽚.3.⼀幅中国地图和⼀幅福建地图.4.包饺⼦、制作贺年卡等与动词make有关的图⽚.5.教师⾃⼰在某个地⽅旅游的照⽚.6.录⾳机或教学多媒体光盘.教学过程Step 1 Warming up1.师⽣互致问候.2.学说韵律诗：Sightseeing.Step 2 Review1.复习上节课的内容.（1）教师将Julia.Wang Tao和Sally的头像贴在⿊板上.请学⽣来回顾⼀下他们的寒假活动.教师将主要词汇写在头像下⽅.如：went to Shandong traveled along… went to Harbinclimbed a mountain took many photos went skating（2）请学⽣根据板书提⽰.复述课⽂内容.采取先全体后个别的形式.2.复习动词的过去式及其原形.（1）先复习⿊板上四个动词的过去式及其原形.（2）再出⽰学过的动词do.is.are.see.listen.play及其过去式等.进⾏复习巩固活动.3.揭⽰课题并板书：Unit 1 Winter Activities Part B.Step 3 Presentation（⼀）带着问题.初步感知课⽂1.教师指着Sally的头像说：“Sally went to Harbin. Did you go to Harbin? Can you tell me something about Harbin?”请学⽣根据⾃⼰的旅游经历或已有的知识.谈⼀谈哈尔滨这个城市（可以⽤中⽂说）.如：“哈尔滨是⿊龙江的省会城市”“哈尔滨是⼀座冰城”“哈尔滨的冰雕最著名”等.2.教师提出下列问题.然后播放课⽂录⾳或多媒体教学光盘.请学⽣带着问题学习课⽂内容.What did Sally see in Harbin?What did Sally do in Harbin?（⼆）课⽂教学1.根据第⼀个问题.学习第⼀段课⽂.（1）由第⼀个问题.板书词组see the Ice and Snow Festival并教学.（2）请学⽣读第⼀段对话.巩固There was和There were的⽤法.如：There was a birthday party last night.I went to the park yesterday. There were many children there.2.根据第⼆个问题.学习第⼆段课⽂.（1）教学make的过去式made.（2）教学词组made a snowman和句⼦Ben and I made a snowman.并在⿊板上Sally的头像下⾯画上或贴上⼀个雪⼈.（3）告诉学⽣.⼈称代词I在与其他⼈或其他⼈称代词连⽤时⼀定要放在后⾯.不可居⾸.如：“Ben and I”“You and I”“He and I”“You.he and I”等.（4）游戏——唱反调.游戏规则：教师出⽰图⽚.学⽣分组说词组.如：第⼀组和第⼆组说：第三组和第四组说：游戏规则：教师出⽰图⽚.学⽣分组说词组.如：第⼀组和第⼆组说：第⼀组和第⼆组说：make dumplings made dumplingsmake New Year’s cards made New Year’s cardsmake paper flowers made paper flowersmake my bed made my bed... ...也可以是⽼师与个别学⽣说.还可以是学⽣A与学⽣B说.（5）教学句⼦I took a photo of it on my mobile.帮助学⽣理解句中的it指的是snowman.（6）学习句⼦：Show me the photo.please.先教学单词show.然后教学该句⼦.教师告诉学⽣.这句话是表⽰请求.类似这种表⽰请求、命令、禁⽌、警戒的句⼦英语中称之为祈使句.如：Let’s go to school. Stand up.please. Look at the man.等.3.学习最后⼀段课⽂.（1）教师说：“How do Wang Tao and Julia describe the snowman? Please read the third paragraph of the text.”（2）学⽣⾃读课⽂第三段.然后回答问题.教师在⿊板上雪⼈图⽚的旁边板书：short and fat.a big red nose.a lovely snowman.然后进⾏教学.（3）复习有关形容词的单词.并教学单词thin.教师出⽰卡⽚fat.short和big.请学⽣边读边做相应的动作.然后教学这三个单词的反义词thin.long.tall和small.并请学⽣⽤这些形容词来描述⼀下班级⾥的⼈或物.如：××× is tall.×××’s hair is long.××× is thin.教师再出⽰lovely.beautiful.interesting.clever等单词卡⽚.采⽤相同的⽅法进⾏复习巩固活动.（三）熟读课⽂并尝试⽤第三⼈称叙述故事内容1.教师播放课⽂录⾳或多媒体教学光盘⼆⾄三遍.学⽣模仿跟读.2.请学⽣分⾓⾊朗读对话.3.教师指着⿊板上Sally头像附近的⽂字⽰范叙述故事内容.如：Sally went to Harbin in winter. She went skating on the lake. She went to see the Ice and Snow Festival. There was a big ice city. There were many people. She had fun in the snow. She made a snowman with Ben. The snowman was short and fat. And it had a big red nose. It’s a lovely snowman.4.给学⽣⼀些时间练习.然后请个别学⽣展⽰.（四）巩固练习1.完成课本第5页的Look and say.部分.（1）教师播放录⾳.学⽣模仿跟读.（2）学⽣同桌合作.⼀起读⼀读四幅图下的内容.互相纠正语⾳语调.（3）请⼏位学⽣⽰范朗读.（4）教师再出⽰⼏幅图.请学⽣看图描述.如：A BLook at the elephant. Look at the baby monkey.It’s tall and fat. It’s thin and small.It’s a lovely elephant. It’s a clever monkey.C DShow me the bag, please. Show me the clock, please.Which bag? Which clock?The pink one. The big one.2.完成课本第5页的Read. Tick or cross.部分.（1）请学⽣⾃读短⽂.独⽴完成练习.（2）全班核对答案.（3）全班读⼀读短⽂.3.完成课本第7页的Listen and connect.部分.（1）教师播放录⾳.学⽣独⽴完成练习.（2）全班核对答案.（3）教师再次播放录⾳.学⽣模仿跟读.听⼒材料：①A: Did you go anywhere in winter.Peter?B: I went back to Australia.②A: How about you.Ma Li?B: I went back to Taiwan with my parents.③A: Did you have a good time in winter.Lily?B: Yes. I went to the fair at the Spring Festival.④A: Did you go to Hainan in winter.Yang Ming?B: No. I went to Changchun.A: Did you play in the snow?B:Yes. I made a snowman with my cousin.4.学唱歌曲：I’m a Little Snowman.Step 4Extension综合活动：我的⼀次旅游活动.1.教师出⽰⼀幅中国地图和⼀幅福建地图.告诉学⽣⾃⼰去了哪些地⽅.并从中选出⼀个地⽅.根据⾃⼰的照⽚说⼀说⾃⼰的旅游经历.如：I went to Wuyishan in summer. I went there by car. It’s hot and sunny. I climbed the Dawang Peak(⼤王峰).It’s beautiful and famous. I traveled along the Jiuqu Stream（九曲溪）. I took many photos.2.请学⽣结合带来的照⽚.⽤简短的语句写⼀写⾃⼰的⼀次旅游经历.3.每组选⼀位学⽣说⼀说⾃⼰的旅游经历.Step 5 Homework1.听课⽂录⾳.并模仿跟读.2.完成《活动⼿册》中本课的练习.3.完成课本第8页的⾃我评价.4.下节英语课.每位学⽣带⼀点⽔果来.Unit 2 Helping Each Other⽂化和语⾔注释1.本单元的话题是学校⽣活.通过学⽣互助的情景.复习主要的学习科⽬英语单词.主要功能是⼈际交往.学习表⽰悲伤或遗憾的句⼦I’m sorry to hear that.等.语法⽅⾯复习代词所有格his.my.your等.复习情态动词can 以及以Don’t 开头的祈使句.语⾳学习内容为元⾳字母a.e.i.o.u在闭⾳节中的读⾳规则总复习.2.Wang Tao didn’t由于萨莉、马丽和杨明三⼈谈话的地点是在学校.因此⽤ Wang Tao didn’tdidn’t go to school today.3. He broke his leg.(他腿摔坏了.)broke是break的过去式.break 的意思是“打破.折断.使碎裂.弄坏.砸破”.本课指王涛的腿⾻折了.Some boys played football in the classroom and broke the window.（⼀些男孩在教室⾥踢⾜球.打破了窗户.）Be careful! Don’t break the glass.（⼩⼼！别打破了玻璃杯.）4. He’s in hospital now.（他现在住院了.）（1)be in hospital是“住院”的意思.在hospital 前⾯不使⽤冠词.（2)如果要表达某⼈在医院⼯作则要使⽤冠词.如：Betty works in a hospital.（贝蒂在医院⼯作）.（3)⽽“同学们在医院看望王涛.正在和他交谈.”要说成：The classmates are in the hospital now. They are talking with Wang Tao.5. I’m sorry to hear that.（听到这消息我很难过.）（1)在前⼏册学过sorry表⽰歉意的⽤法.如：I’m sorry. I’m late.（对不起.我迟到了.）（2)在I’m sorry to hear that.的句⼦中.sorry 的意思是“感到悲伤或遗憾”.⽤于听到别⼈说不好的事情时的反应.表⽰同情.如听到别⼈说：“My grandma is ill.”（我奶奶⽣病了.）我们就应该说：“I’m sorry to hear that.”在教材的第10页图2也有个例⼦.听到A 说：“Yang Ming is sad.He didn’t do well in high jump.”（杨明很伤⼼.他跳⾼跳得不好.）B 就应该说：“I’m sorry to hear that.”（听到这消息我很难过.）6. We can take some fruits with us.（我们可以带⼀些⽔果去.）（1)注意复习take 和 bring的不同意思和⽤法.本套教材六年级上册第3单元第17页的Look and say.栏⽬有专项训练可以参考.（2)注意复习take …with me/us的⽤法.本套教材五年级下册第4单元第23~24页有很多该句型句⼦可以⽤来复习.如：I’m going to take a camera with me.（我想带个相机去.）7.本单元语⾳部分复习元⾳字母a.e.i.o.u在闭⾳节中的发⾳.a e i o u[ ][e][i][ ][ ]f a t r e d f i lm st o p b u sm a p h e lp sh i p h o t m u st8.—Hi.Wang Tao. How are you today? （你好.王涛.今天⾝体好吗？）—I feel better.（我觉得好⼀点了.）（1)feel是“感觉到”的意思.过去式是felt.I feel cold.（我觉得冷.）He felt very happy at his birthday party.（在他的⽣⽇聚会上他感到⾮常⾼兴.）（2)better是well（⾝体好）的⽐较级.意思是“⾝体更好了”.9. I’m worried about my lessons.（我担⼼我的功课.）be worried about是“对……感到担忧”的意思.worried是过去分词作形容词.在句⼦中当表语.体现主语的⼼理特征.10. Don’t worry.（不要担⼼.）这⾥worry 是动词.如：Don’t worry about your dog.Now we don’t worry about our food.（现在我们不必为⾷物担忧.）11. I can help you with your Chinese.(我能帮助你学语⽂.)（1)help somebody with something是固定表达法.with是介词.后接名词或动名词.如：I often help my mother with her housework.（我常帮助我母亲做家务.）（2)help somebody do something也可以表达相同的意思.但是在宾语somebody后要接原形动词.如：I often help my mother do some housework.（我常帮助我母亲做些家务.）12. I hope I can go back to school soon.（我希望我不久就能返回学校.）上述句⼦中hope接的是⼀个宾语从句I can go back to school soon.⼜如：I hope we can get to the train station by bus.（我希望我们能乘坐公交车到达⽕车站.）I hope you are well.（我希望你⾝体健康.）13. You will.（你会的.）这是个省略句.完整的句⼦是：You will go back to school soon.（你不久就能返回学校.）14.本单元的C部分要求学⽣谈⼀谈可以做哪些事来帮助周围的⼈们.（1)On the bus I can give my seat to old people.（在公交车上我可以给⽼年⼈让座.）（2)I can help old people carry bags.（我可以帮⽼⼈拎袋⼦.）这个句⼦⽤的是help somebody do something 的句型结构.15.课本第14页的韵律诗及其译⽂如下：Don’t WorryDon’t worry, please.I can help youWith your Chinese.Follow me, follow me.It is as easyAs you can see.别担⼼请不要担⼼.我能帮助你学语⽂.跟我学.跟我学.你瞧.很容易.很容易.Part A教学⽬标◆语⾔知识⽬标1.学习单词：break（broke）.hear.lesson.heavy.light.carry等.2.学习句型：He broke his leg. I’m sorry to hear that.What can we do to help him? We can ….The basket is heavy/light.3.复习巩固元⾳字母a.e.i.o.u在闭⾳节中的发⾳.4.功能：建议与提供帮助.◆语⾔技能⽬标1.能认读所学词语及句型.2.能根据课⽂挂图及词语的提⽰.听懂课⽂录⾳材料.3.能运⽤所学语⾔完成有关情景的对话活动.◆情感态度互帮互助.乐于助⼈.教具准备1.五个元⾳字母的卡⽚和本课新单词卡⽚.2.课⽂挂图.3.⼀个篮⼦.4.录⾳机或多媒体教学光盘.教学过程Step 1 Warming up1.师⽣互致问候.2.师⽣进⾏问答练习.如：Good morning/afternoon.How are you?Did you go anywhere in winter？What did you do there?How was the weather there？3.教师播放歌曲：The More We Get Together.请学⽣欣赏歌曲.然后出⽰歌词中的⼀句话：Your friends are my friends. My friends are your friends.告诉学⽣.我们所有的⼈⽣活在⼀个⼤家庭⾥.应该互帮互助——Helping Each Other.4.揭⽰课题并板书：Unit 2 Helping Each Other Part A.Step 2 Presentation（⼀）初读课⽂.理解课⽂内容1.出⽰课⽂的三幅挂图.教师根据图中内容.边说边板书下列句⼦：Sally.Ma Li and Yang Ming are talking about .Wang Tao is in now.They want to go to .They want to take with them.The basket is .will carry it.2.请学⽣⾃读课⽂对话.然后完成填空练习.3.教师现场完成练习.学⽣核对.理解本课⼤意.（⼆）教学课⽂内容1.教学课⽂第⼀段的⽣词与句⼦.（1）教师说：“Wang Tao didn’t He’s in hospital now. What happened？”然后播放课⽂第⼀段录⾳.请学⽣在包含答案的句⼦下⾯画线.（2）请学⽣根据对话内容、图⽚和教师的动作猜测单词broke的含义.教师告诉学⽣broke是动词break的过去式.然后出⽰单词卡⽚教学break和broke.请学⽣回忆⼀下.单词break与哪个单词的形接近.通过单词bread来帮助学⽣记忆break的形.（3）学习句⼦He broke his leg.可以请学⽣来说说类似的句⼦.如：He broke his arm.（他胳膊摔坏了.）I broke a cup yesterday.（昨天我打碎了⼀个茶杯.)She broke her glasses this morning.(今天上午她摔坏了眼镜.)（4）出⽰句⼦I’m sorry to hear that.教学单词hear.教师出⽰单词ear.near.bear.wear等.请学⽣读⼀读.说出ear的两种发⾳/Ｉ/和/e/.然后教师⽰范读句⼦：I’m sorry to hear that.请学⽣听⼀听.hear中的ear发什么⾳.2.教学课⽂第⼆段的⽣词与句⼦.（1）教师说：“Wang Tao broke his leg. Now his classmates want to see him. What can they do to help him？”然后播放课⽂第⼆段录⾳.学⽣模仿跟读.并找出答案.（2）由Sally的话：We can take some fruits with us.问问学⽣有没有其他建议.请学⽣⾃由说.如：We can take some milk with us.We can take some flowers with us.We can take some story books with us.（3）由Yang Ming的话：We can help him with his lessons.教学单词lesson和lessons.（4）情感教育：教育学⽣.当别⼈有困难时.我们要热⼼帮助.要有乐于助⼈的好品质.3.学习课⽂第三段的⽣词与句⼦.（1）教师指着最后⼀幅图说：“Look. They are on their way to the hospital. What does Yang Ming say to Sally？”（2）学⽣听完第三段录⾳后.教师出⽰⼀个空篮⼦.说：“This basket is light.”然后在⿊板上heavy的旁边板书light.并请学⽣回忆⼀下单词light的另⼀个意思“灯”.告诉学⽣light是⼀个多义词.在本课的意思是“轻的”.例如：light music （轻⾳乐）.教师再出⽰night.right两个单词与light进⾏⽐较.（3）游戏——我做你说.游戏规则：教师出⽰⼀个篮⼦.学⽣说：“The basket is light.”教师做开（关）电灯的动作.学⽣说：“Turn on（off）the light.”先全体后个别.看谁反应最快.（4）教师拿着篮⼦说：“My basket is empty. It’s light. Can you give me some fruits？”学⽣将带来的⽔果装⼊篮⼦后.教师说：“It’s heavy now. Who can carry it？”教学单词heavy和carry.（5）播放课⽂第三段对话录⾳.学⽣模仿跟读.然后请三位学⽣上台.以⼀篮⼦⽔果为道具.分⾓⾊表演第三段对话内容.（三）分⾓⾊朗读对话1.教师出⽰本课新单词卡⽚.学⽣认读并造句.2.教师播放课⽂录⾳或多媒体教学光盘⼆⾄三遍.学⽣模仿跟读.3.学⽣三⼈⼀⼩组分⾓⾊练习对话内容.然后请⼏个⼩组学⽣朗读对话.4.完成课本第10页的Look and say.部分.（1）教师播放录⾳.学⽣模仿跟读.（2）给学⽣⼀些时间.读熟图下的⽂字.不会读的可请教同学或⽼师.（3）请个别学⽣⽰范读⼀读.（四）语⾳教学1.教师出⽰五个元⾳字母的卡⽚.请学⽣读⼀读.并将五张卡⽚贴在⿊板上.2.复习五个元⾳字母在开⾳节单词中的发⾳及开⾳节的两种构成形式.3.请学⽣说⼏个开⾳节的单词.巩固五个元⾳字母在开⾳节单词中的发⾳.4.请学⽣翻开课本第10页.教师播放Listen and learn the English sounds.部分的录⾳.学⽣跟读.仔细体会五个元⾳字母在这些单词中的发⾳.5.请个别学⽣说⼀说五个元⾳字母在闭⾳节中的发⾳.之后复习巩固闭⾳节的构成形式.6.游戏——⽿聪⽬明.游戏规则：请第⼀、⼆组学⽣扮演“/eＩ/”的⾓⾊.第三、四组学⽣扮演“//”的⾓⾊.教师随机说⼀个单词.如：hat.第三、四组的学⽣⽴即起来说：“//.hat.”如果教师说cake.第⼀、⼆组学⽣要起⽴说：“/eＩ/.cake.”也可以分四个组扮演四个⾓⾊.还可以分⼗个组.扮演⼗个⾓⾊.看看谁的⽿朵最灵.反应最快.Step 3 Extension综合活动：What can we do to help them?1.完成课本第14页的Listen and number.部分.（1）请学⽣看图.结合图⽚内容⽤英语说⼀两句话.（2）根据故事发展顺序.给四幅图排序.（3）教师播放录⾳.学⽣听⾳模仿.（4）请学⽣⽤简单的话语说⼀说这个故事.听⼒材料：①Julia is going to school by bus.②She has a very good seat on the bus.③“Oh.the old woman doesn’t have a seat,”says Julia.④Julia asks the old woman to sit on her seat.参考答案：②,④,①,③2.综合活动：What can we do to help him？（1）教师出⽰⼀些情景或请学⽣根据⾝边情景.两⼈⼀组进⾏编对话活动.情景⼀：雅安地震.孩⼦们失去了家园.失去了校园.情景⼆：⼀只⼩鸟.翅膀断了.情景三：⽼奶奶提着⼀篮⼦的菜要过马路.（2）请部分学⽣⽤英语向全班汇报.汇报结束后.其余学⽣还可以提出⾃⼰的建议.Step 4 Homework1.听课⽂录⾳.模仿跟读.2.完成《活动⼿册》中本课的练习.3.写⼀写⾃⼰能够帮助⽗母、同学做些什么事.。
闽教版小学英语六年级下册教案
闽教版小学英语六年级下册教案闽教版小学英语六年级下册教案1people's jobs教学内容：1.词汇(1)复习关于职业的词汇：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.(2)学习生词：astronaut, coach, actor (actress)，writer.2.功能句型(1)复习询问他人职业及回答：What does he/she do? He/She is a/an …。
(2)学习询问对方将来想要从事的工作及回答：What do you want to be when you grow up?I want to be a/an …。
教学目标：1.知识目标(1)能掌握和职业相关的一些词汇，并能在相应的功能句型中熟练运用;(2)能在恰当的情景下熟练运用关于询问他人的职业及回答的交际用语;(3)能在相应的情景下熟练地运用关于询问对方将来想要从事的工作及回答的交际用语。
2.能力目标(1)通过学习和操练，使学生能掌握本课所学关于职业的词汇，能熟练询问他人的职业及对将来工作的理想，并做出相应的回答;(2)在学习过程中培养学生发现问题和解决问题的能力，提高自学能力;3.策略目标(1)帮助学生学会与人合作，共同完成学习任务;(2)帮助学生学会观察生活中标的英语，学会借助词典来学习。
4.其他目标(1)在学习职业名称的过程中了解“感动中国的20XX年度人物”，潜移默化地为学生树立榜样;(2)在小组学习和帮助他人学习的同时，培养学生乐于助人，热爱集体的良好品质;(3)通过多种形式的游戏和活动，激发学生英语学习兴趣。
教学重点：1.重点词汇：astronaut, coach, actor (actress)，writer.2.重点句型：What do you want to be? I want to be a/an …。
闽教版六年级下册英语教案5篇
闽教版六年级下册英语教案5篇闽教版六年级下册英语教案5篇编写教案的繁简，一般是有经验的教师写得简略些，而新教师写得详细些。
原定教案，在上课进程中可根据具体情况做适当的必要的调整，课后随时记录教学效果，进行简要的自我分析，有助于积累教学经验，不断提高教学质量。
以下是小编带来的闽教版六年级下册英语教案内容，感谢您的阅读，希望能帮助到您!闽教版六年级下册英语教案1单元教材分析单元学情分析1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday I played football. Did you read books Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。
创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。
本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read 等。
在教学中，要注意多创设情境，帮助学生内化，达到学以致用。
六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。
本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。
单元教学目标：1.能力目标(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday I visited my grandparents.(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。
如：Did you go fishing last weekend Yes, I did./ No, I didn’t.(3)能够对某人过去某天所做的事情进行简单地叙述。
闽教版小学六年级英语下册全册教案
时间
第（）周星期
参考教案
增减
教
学
目
标
1.知识目标：⑴掌握单词medicine能够听懂、会说并能够默写。
⑵掌握句型：You must stay in bed. You must drink a lot of water.能够用所学句型流利问答。
2.能力目标：能在语境中正确运用所学句型。
3.情感目标：教育学生学会爱惜自己的身体。
作业
设计
Listen to the tape & repeat for some times .
Finish off the activity book ofthisLesson .
板书
设计
教学
反思
课题
Lesson2
总授时数（）节第（）教时
授课时间
第（）周星期
参考教案
增减
教
学
目
标
1.知识目标：⑴掌握单词seaside，wedding, met能够听懂、会说并能够默写。
⑵掌握句型：I’m worried about my lesson. Don’t worry. I can help you with your math.能够用所学句型流利问答。
2.能力目标：能在语境中正确运用所学句型。
3.情感目标：教育学生要互相帮助，成为乐于助人的人。
重点
难点
在语境中正确运用所学句型。
课前
准备
tape recorder ; some cards
教
学
过
程
Listen to the tape & look at the English books and point to the pictures.
小学英语《 Story Time》教案
小学英语《 Story Time》教案一、教学内容及教学目标本节课为第四单元第六课时的故事教学。
讲述的是老松鼠给小松鼠讲松鼠尾巴变浓密的故事。
教学目标：通过阅读趣味故事，复习巩固本单元所学元，增加学生语言的输入。
能理解故事内容、能朗读故事，能恰当提取并使用故事中的语言。
二、教学重难点重点：理解、朗读并表演故事。
难点：观察、发现小松鼠尾巴的作用，理解文本传递的信息。
三、教学过程I. Warm-upFree talkT：Do you like animals? What’s your favorite animal? What are your hobbies? What are …’s hobbies?【设计意图】II. Lead-in1. Teacher shows some pictures of cute animals (a puppy is playing a ball; a kitty is sleeping; a monkey is eating banana; a squirrel is eating nuts), then asks students the favorite food of these animals, which leads to the hobbies of squirrel, the story of squirrel.2. Teacher tells a story and asks a questionT： There is a squirrel family in the forest. One day, the little squirrel a sked its grandpa, why is the squirrel’stail bushy? Grandpa then told the little squirrel a story.III. PresentationTeacher tells the story and leads students to look at the picture so as to better understand the plot of the picture.1. Teacher tells the plot of picture 1 with the aid of picture, TPR.2. Teacher illustrates picture 2, leads students to watchthe facial expressions of the monkey King, and asks questions：T： Does Monkey King like these gifts?T： Can they get food from his forest?T： Zac is hungry. He needs some food. But the Monkey King doesn’t like these gifts. What can he do?3. Teacher explains picture 3 and asks question about monkey’s interest.T：What are the Monkey King’s hobbies? Does the MonkeyKing like Zac’s music?.4. Te acher elicit students’ thinking about the change ofthe squirrel’s tail by asking question T： Why is Zac so happy?5. Teacher tells picture 5 and 6, instructing students to catch the main idea.IV. Practice1. Students listen to the tape.2. Students listen to the tape and read after it. (Teacher presents picture 1, 2)T： If you were Zac or Monkey King, what would you say?小学英语教师资格面试—《 Story Time》教案S：Maybe Zac would say… Maybe Monkey King wuld say…3. Reorder the sentences according to picture 1,2 (参见下面课文)( ) He likes singing and dancing very much.( ) Then the Monkey King lets them get food from his forest.( ) Zac lives in a forest.( ) Every day the squirrels have to give the Monkey King gifts.4. Make dialogues小学英语教师资格面试—《 Story Time》教案5. Match the texts with pictures.6. Careful reading questions：why is the squirrel’s tail bushy?a. The squirrel falls off the tree, and the tail becomes bushy.b. Tail can do many things. It can keep warm, keep balance and talk with others.根据选择结果回应故事结局：Is the story true? No, it isn’t, but it’s very interesting.V. Consolidation1. Teacher acts as Zac together with a student acting as Monkey King as a role model for students. Then students act the story in pairs.2. Teacher plays an English video clip to introduce the function of squirrel’s tail briefly to broaden students’ horizon.VI. SummaryVII. Homework。