教案-B1-Unit6
人教PEP版英语六年级上册Unit6 part B教案
Q2: What are they talking about? S2: A. (Going to the zoo.)
3.教师再次播放录音，学生跟读听力原文。然后在听力原文中找出关
键信息“zoo”和“tell the kids”。
教学准备
课件、录音、卡纸和相关视频。
教学过程
批注
Step 1Revision &Warm-up
通过图片、歌曲和视频，帮助学生复习之前所学的重点词汇和句型，自然地过渡到新课。
Revision
课件呈现不同情绪的图片，学生看图片说出图片对应的词汇。
T: How do you feel? Ss: ...(happy, sad, angry, afraid, worried)
T: What should Mike do? Ss: He should wear warm clothes.
T: What should Wu Binbin do? Ss: He should do more exercise.
T: What should Oliver do?
Ss: He should take a deep breath and count to ten.
Step 2 Presentation&Practice
呈现Let’s try板块的语言情境，先让学生预测对话内容，然后听录音并完成习题，培养学生良好的听前预测习惯。
呈现Let’s talk板块的图片，引导学生观察图片，预测即将学习的对话内容，培养学生的逻辑思维能力。
观看视频后回答问题，检验学生对对话细节的理解。
Unit 6 How do you feel?
人教PEP六年级上册英语教学教学设计《 Unit 6 Part B 》第一课时教学设计
人教PEP六年级上册英语教学教学设计《 Unit 6 Part B 》第一课时教学设计一. 教材分析《人教PEP六年级上册英语》Unit 6 Part B主要包括一个故事和两个练习。
本节课主要围绕故事展开教学，故事主要讲述了一只熊在找蜂蜜的过程中，遇到了各种小动物，小动物们都想要蜂蜜，但最后熊找到了自己的蜂蜜。
本节课的主要语言点是情态动词can的用法，以及一般现在时的肯定句和否定句。
二. 学情分析六年级的学生已经具备了一定的英语基础，对英语学习有较高的兴趣。
但是，部分学生在发音和语法方面还存在一定的问题，需要教师的引导和纠正。
此外，学生对情态动词的理解和运用还需要进一步的提高。
三. 教学目标1.知识目标：学生能够听懂、会说、会读故事中的主要单词和句子，理解情态动词can的用法，以及一般现在时的肯定句和否定句。
2.能力目标：学生能够通过故事学习，提高自己的阅读理解和口语表达能力。
3.情感目标：学生能够培养对英语学习的兴趣，增强自信心。
四. 教学重难点1.重点：学生能够听懂、会说、会读故事中的主要单词和句子，理解情态动词can的用法，以及一般现在时的肯定句和否定句。
2.难点：学生能够正确运用情态动词can和一般现在时进行表达。
五. 教学方法1.情境教学法：通过故事情境，引导学生理解和运用情态动词can和一般现在时。
2.交际法：通过小组讨论和角色扮演，提高学生的口语表达能力。
3.任务型教学法：通过完成任务，巩固所学知识。
六. 教学准备1.教学PPT：制作包含故事、单词和句子的PPT，以及相关的练习题。
2.教学卡片：制作单词卡片和句子卡片，用于学生操练和巩固。
3.教学录音：准备故事和句子的录音，用于学生听力和模仿。
七. 教学过程1.导入（5分钟）教师通过播放故事录音，引导学生听故事，引起学生的兴趣。
然后，教师提问学生对故事的了解，引导学生回答。
2.呈现（10分钟）教师通过PPT呈现故事中的主要单词和句子，引导学生跟读和模仿。
人教版九年级全册课时教案 Unit 6
Unit 6 When was it invented?类别课程标准要求掌握的项目单元话题Invention重点单词1.style(n.)2.project(n.)3.pleasure(n.)4.website(n.)5.pioneer(n.)6.list(n.)(v.)7.ruler(n.)8.smell(n.)(v.)9.trade(n.)10.doubt(n.)(v.)11.fridge(n.)12.somebody(n.)(pron.)13.lock(n.)(v.)14.earthquake(n.)15.bell(n.)16.biscuit(n.)17.cookie(n.)18.instrument(n.)19.customer(n.)20.Canadian(n.)(adj.)21.basket(n.)22.hero(n.)23.mention(v.)24.boil(v.)25.remain(v.)26.translate(v.)27.divide(v.)28.daily(adj.)29.national(adj.)30.low(adj.)31.sudden(adj.)32.musical(adj.)33.sour(adj.)34.nearly(adv.)35.the Olympics重点词组1.daily lives2.have a point10.all of a sudden11.potato chips18.not only…butalso3.by accident4.fall into5.make tea6.take place7.around the world8.without doubt9.at a low price 12.by mistake 13.in the end 14.for fun 15.divide …into 16.at the same time 17.dream of 19.the number of 20.more and more 21.look up to 22.in history 23.decide on e up with 25.lead to 重点句式 1.When was the telephone invented? 2.What are they used for? 3.Many people believe that tea was first drunk about 5,000 years ago. 4.It is said that a Chinese ruler called Shen Nong was the first to discover tea as a drink. 5.It produced a nice smell so he tasted the brown water.6.The book describes how tea plants were grown and used to make tea.7.Potato chips were invented by mistake.8.George wanted to make the customer happy.9.It is believed that the first basketball game in history was played on December 21,1891.10.Dr.Naismith created a game to be played inside on a hardfloor.11.At the same time,they need to stop the competing teamfrom getting the ball into their own basket.12.Basketball has not only become a popular sport toplay,but it has also become a popular sport to watch.13.The number of foreign players,including Chineseplayers,in the NBA has increased.14.Many young people look up to these basketball heroes andwant to become like them.单元语法一般过去时的被动语态第一课时Section A(1a~2d)重点单词style(n.) 样式;款式project(n.) 项目;工程pleasure(n.) 高兴;愉快daily(adj.) 每日的;日常的website(n.) 网站pioneer(n.) 先锋;先驱list(v.) 列表;列清单 (n.) 名单;清单mention(v.) 提到;说到重点词组daily lives 日常生活have a point 有道理重点句式When was the telephone invented?电话是什么时候发明的?What are they used for?它们被用来做什么?§自主学习方案学生自学新单词(教材P41-42的单词),看谁记得又快又准。
人教版英语七年级上册 Unit 6 Section B教案
Unit 6 Do you like bananas?Section B (1a-1e)Unit 6 Do you like bananas?Section B (2a-2c)➢Ask Ss to write more healthy food and unhealthy food.Answers will vary.While-readingFirst Reading➢Reading Tip 1: PredictingT asks Ss to look at the title and pictures in 2b, try to predict: What's the article about?(T tells Ss what predict is: to have a guess. Any answer is OK here. Ss can tell the reason why they guess so.)Second Reading➢Reading Tip 2: scanningAsk Ss to scan the passage and complete the thinking map.➢Reading Tip 3: ScanningAsk Ss to judge which sentence is right and which sentence is wrong according to the passage.Answers: 1. F 2. F 3. T 4. T 5. TThird Reading➢Reading Tip 4: RetellingT asks Ss to retell the passage.(T can use the table above and give some clues to help Ss retell. T can say the first words of the sentences or use transitional words or questions to remind them of the next sentence if students forget. There will be somegrammatical mistakes when they are retelling, so teachers must use some transitional words to connect the sentences together, or to correct their pronunciations.)2b➢Ask Ss to read the magazine article and circle the food words.➢T ask Ss to write down the food that Cindy likes for meals and David likes for meals.T: Just now you have circled all the words about food. What does Cindy like for breakfast, lunch and dinner? What does David like for breakfast, lunch and dinner? Now write B for breakfast, L for lunch and D for dinner after the words.➢Let each S take out a piece of paper. Show Ss PPT P18 and ask them to write down the Chinese translation for each phrase.2c➢Ask Ss to write down five sentences about Cindy’s eating habits. While Ss are completing 2c, walk around the room and look at the sentence of different Ss. Choose sentences in which there are common errors, and write these sentences on the board. Then have Ss work in pairs to find the errors and suggest corrections. Elicit from Ss how to correct the sentences, and make the corrections on the board.Answers will vary.Post-reading➢Optional choice: Divide Ss into groups of four. Ask them to discuss what they like to eat for each meal. T can encourage Ss to say more about their preferences, e.g. I like ... but I don’t like ..., I always / never have ... for ... (T can write these sentences on the board if necessary).Unit 6 Do you like bananas? Section B (3a-Self Check)Exercise 1➢Ask Ss to write the plural forms of the words in the box on the left, then put them into the correct columns.Answers 1:Exercise 2➢First, ask Ss to choose a topic (i.e. the food / sports / colors they like or dislike), then let them write five sentences for that topic. Answers will vary.Exercise 3➢Tell Ss that they need to think about the food / sports / colors their parents like and write five sentences.Answers will vary.(T can encourage Ss to correct each other’s sentences first, then pick some Ss to read their answers to the whole class. )。
Unit 6 How do you feel ？Part A Let’s talk 教案
Unit 6 How do you feel?
Part A Let’s talk
一、教学目标
1.能够听、说、认读词汇：chase, mice, bad, hurt, cartoon, be angry with, be afraid of
2. 能够在真实情景中运用“be+表示情绪的形容词”询问他人的情绪或描述自己的情绪。
3. 能够根据图片推断并描述人物的情绪。
4. 能够按照正确的语音、语调及意群朗读对话，并能进行角色扮演。
5.能够树立正确的价值观、人生观。
二、教学重难点
重点：
1.能够听、说、认读词汇：chase, mice, bad, hurt, cartoon, be angry with, be afraid of
2. 能够在真实情景中运用“be+表示情绪的形容词”询问他人的情绪或描述自己的情绪。
难点：
能够在真实情景中运用“be+表示情绪的形容词”询问他人的情绪或描述自己的情绪。
三、教学准备
课件，录音，课文视频
四、教学过程
五、板书设计
Unit 6How do you feel?
Part A Let’s talk
Words:
chase, mice, bad, hurt, cartoon, be angry with,be afraid of
Key sentences:
1. They are afraid of him.
2. The cat is angry with them.。
Unit 6 How do you feel？Part B 教案-《英语》六年级上册-人教PEP版
通过beef see两个单词让生读出deep，通过bread head让生读出breath (开火车读)
Teach “count to ten”
通过house about让生读出count的发音（两个两个读）
6，借题并给出task：give your suggestions on bad feelings.
(4) Read and underline.
What should Sam do?
What’s Mom’s suggestion?
--Don’t be sad. We can go next time.
What about your suggestion? (屏幕显示候选的已学过的动词词组发散学生的思维)
(1)Sarah and their friends have bad feelings today, they need some suggestion.
(2) Watch the video and find out.
Q1: What’s wrong?
A.Father is going to work.
学生讨论，师生互动操练He should…/You should…
(5) Wu Yifan often feel tired and worried about PE class.
What should I do?
Mr Ma says: You should do more exercise.
Teach “do more exercise”（小组读）
小学英语教学基本信息
所用教科书
书名
PEP小学英语Unit 6 How do you feel?
八年级上unit6阅读课教案
八年级上unit6阅读课教案教案标题：八年级上Unit 6阅读课教案教学目标：1. 通过阅读课文，学生将能够提高阅读理解能力，包括获取主要信息、推理和推断等技能。
2. 学生将能够扩展词汇量，并能够正确运用课文中的词汇。
3. 学生将能够运用所学知识，进行口头和书面表达。
教学准备：1. 教师准备一份课文复印件。
2. 学生准备笔记本和笔。
教学过程：一、导入（5分钟）1. 教师与学生互动，引入本节课的主题“Health and Fitness”（健康与健身）。
2. 提问学生关于健康和健身的问题，激发学生的兴趣和思考。
二、阅读理解（20分钟）1. 教师将课文分发给学生，并解释课文的主题和背景。
2. 学生阅读课文，然后回答与课文相关的问题。
3. 教师带领学生一起讨论问题的答案，并解释正确答案的原因。
三、词汇扩展（15分钟）1. 教师带领学生一起复习并学习课文中的生词和短语。
2. 学生根据课文上下文和词汇提示，尝试猜测生词的意思。
3. 教师给出生词的正确解释，并帮助学生正确运用这些词汇。
四、口头表达（15分钟）1. 学生分成小组，讨论课文中提到的健康和健身的好处，并准备一份小组报告。
2. 每个小组派一名代表向全班汇报他们的讨论结果。
3. 教师鼓励学生之间的互动和讨论，并提供必要的帮助和指导。
五、课堂总结（5分钟）1. 教师总结本节课的重点和要点，并强调学生在阅读理解、词汇扩展和口头表达方面的进步。
2. 学生提出问题或反馈，教师给予解答和反馈。
教学延伸：1. 学生可以进行额外的阅读练习，巩固阅读理解能力。
2. 学生可以编写一篇关于健康和健身的短文，展示他们的写作能力。
备注：教案中的时间安排仅供参考，实际教学中可根据学生的实际情况进行调整。
英语六年级上册 U6 B 教案
Unit6 B Let’s try Let’s talk一、【教学目标】（一）认知目标1. 掌握四会句子Your father is ill. He should see a doctor this morning. Don’t be sad. 并能在情景中进行运用。
2. 能够理解掌握三会单词wrong, should, feel, well。
3. 独立完成Let’s try部分的练习。
（二）能力目标培养学生的听力能力和口头表达能力。
（三）情感目标培养学生团结友爱、关心他人的良好品质。
二、【教学重难点】（一）重点熟练掌握本单元的重点句子Your father is ill. He should see a doctor this morning. Don’t be sad.并能在实际情景中灵活运用。
突破方法：反复朗读，在熟读的基础上背诵并表演，突破重点。
（二）难点能够针对他人的情况提出适当的建议。
突破方法：联系生活实际，教师讲解，突破难点。
三、【教法与学法】引导法，点拨法，小组合作法。
四、【教学准备】教师准备多媒体课件、课文情景动画或音频MP3。
另外还有本课相关的单词卡片等。
五、【教学过程】课前三分钟Talk Show（一）Warm-up1. 师生合唱歌曲If you’re happy, clap your hands2. 教师把angry, afraid, sad, worried, happy的图片迅速给学生看一遍，然后抽出其中的一张问：What’s missing? 让学生去猜，猜中的学生根据图片说出单词，并拼写该单词。
（二）PresentationLet’s tryT: It’s seven o’clock in the morn ing.Ss: It’s time to get up.T: Right. Listen to the tape and find out the answers of the following questions.①Who are the people talking?②What are they talking about?教师播放Let’s try部分的录音，学生带着问题听录音。
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Unit 6 Section ATo work or not to work —That is the questionI ． Learning Objectives♦ To talk about the effects of part-time employment♦To further understand the text♦To apply the phrases and patterns♦To master the paragraph writing skillII ． Lead-in ActivitiesA) 1. Why do some students like to take part-time jobs?To meet their financial needs To learn to be responsibleTo make friendsTo acquire communicative skillsTo gain experience for future jobs…2. What problems will students face with when they take part-time jobs?To have less time to devote to school assignments To get too tired from work to studyTo view school less rewardingTo have low correlation between part-time jobs and their majors…3. What suggestions will you put forward towards students planning to work part-time?To make a balance between learning and part-time workingTo improve the overall qualityTo strengthen the awareness of self-protection and legal protection …B) 1. What jobs are the students in the pictures doing?2. If you are going to work part-time, what job would you like to take? Why?III. Text StudyA) Main Idea & StructureThis passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week toensureTipsTipsTipsacademic success.B)Passage Understanding1. What was the objective of the research mentioned in Paragraph 1?2. According to the research, how does a heavy commitment to part-time work affect school performance?3. According to the research, what is the safe amount of working time that does not affect school performance significantly?4. What is the positive result after students stop working or reduce their work hours?5. What may be the consequences when students have less time to devote to school assignments?6. How does earning large amounts of spending money change students' feeling about school education?Research methodsResearch findingsExplanations for the negative effectsConclusion of the research7. Why are teenagers working long hours more likely to have alcohol and drug problems?8. What is the overall attitude of the author regarding doing part-time jobs while studying?to contrast with与……形成对比；和……相对照The experts also contrasted smokers with non-smokers, on different indicators of their commitment to conduct. to interfere with妨碍；阻止Sharpening the axe will not interfere with the cutting of firewood.to take a/ its toll on对……产生不良影响The difficult curriculum, and fierce competition have taken a serious toll on students’ physical and mental health .to cut back on削减；缩减Experts suggest that as the concentration of PM2.5 in the air exceeds 200, the general population should cut back on the social and recreational activities.to drop out退学；辍学；退出；脱离We should help those students who have dropped out of school because of poverty, enabling them to return to school.Functional Patterns1. Nev ertheless, given that…, indications/proofs/investigations are that sb. is at risk of doing sth.用于表达“在某种证据下，某人做某事所产生的风险”。
2. In other words, the more sb. do, the less sb. become/do.用于表达“某人做某事产生的相反效果”。
3. According to sb.’s studies/ surveys/investigations, sth., in turn, may be linked to sth., and therefore, is likely to do sth..用于表达“某事造成的影响”。
IV. Writing PracticeIn Text A, there are several paragraphs organized in the pattern of listing. Paragraphs of this pattern usually start with a topic sentence followed by pieces of information listed one after another. Have a look at Paragraph 1 and see how the listing pattern is used.Paragraph WritingTopic :Why people get fired from their jobsAssignmentWrite a Paragraph about 80 words, following the outline given above and using the writing pattern of listing in it.V Critical Thinking---Theme Exploration1. Many people believe that the only task of college students is to study hard and they should not spend time onpart-time job. What do you think?2. Do you think that part-time jobs may help to build a sense of responsibility, which in turn may enhancestudents’ school performance? Give your reasons.3. What are the benefits of part-time employment that can counteract the negative effects described in the text? Group Discussion & Class Presentation Topic sentence: There are several reasons why people get fired from their jobs. Reasons: • Dishonesty • Poor attendance • Bad teamwork spirit。