U6 给学生的参考教案
牛津初中英语八上U6教案
牛津初中英语八上U6教案一、教学目标1. 知识目标（1）能够理解课文内容，掌握相关词汇和短语。
（2）能够运用所学的动词时态和句型表达自己的理想学校。
2. 能力目标（1）能够听懂、说出生词和重点句子。
（2）能够运用任务型教学法，提高学生的交际能力和合作能力。
3. 情感目标培养学生对学校生活的热爱，激发学生对美好未来的憧憬。
二、教学重难点1. 教学重点（1）课文理解，掌握相关词汇和短语。
（2）运用动词时态和句型表达自己的理想学校。
2. 教学难点（1）动词时态的运用。
（2）任务型教学法的实施。
三、教学过程1. 导入（1）复习上一单元所学内容，引导学生谈论学校生活。
（2）展示本单元的主题图片，激发学生对理想学校的向往。
2. 呈现（1）教师通过多媒体展示课文内容，引导学生关注课文主题。
（2）学生自读课文，理解大意。
3. 操练（1）学生分角色朗读课文，模仿语音语调。
（2）教师选取课文中的重点句子，引导学生进行模仿和替换练习。
4. 实践（1）学生根据课文内容，完成练习册的相关题目。
（2）教师组织学生进行小组讨论，分享彼此的理想学校。
5. 任务型教学法（1）教师设计一个调查问卷，让学生填写自己理想学校的相关内容。
（2）学生分组进行调查，收集数据，然后进行汇报。
6. 总结教师引导学生回顾本节课所学内容，总结理想学校的特点。
7. 作业（1）学生完成课后练习册的相关题目。
（2）学生撰写一篇关于自己理想学校的短文。
四、教学反思本节课通过任务型教学法，引导学生积极参与课堂活动，提高了学生的交际能力和合作能力。
在教学过程中，注意关注学生的学习情况，及时调整教学策略，使学生在轻松愉快的氛围中学习英语。
同时，注重培养学生的情感态度，激发学生对美好未来的憧憬。
但在课堂管理方面，还需加强，以确保教学活动顺利进行。
译林小学英语四上U6教案
《英语》（四年级上册）Unit 6 At the snack barStory timeTeaching aims and learning objectives 教学目标1. 学生能够阅读理解故事内容；2. 学生能够在理解的基础上表演故事；3. 学生能够在表演的基础上，适当拓展改编故事为小短剧并进行表演。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 从整体上阅读故事并理解；2. 语音语调正确地朗读对话，表演故事。
教学难点：学生能够阅读理解故事内容。
Teaching procedures 教学过程Step 1 Greeting &Warm up1. GreetingT: Hello, boys and girls. So happy to be your teacher, and I want to find some friends. If you are the same with me, please stand up and say “me too”! OK?S: OK!T: I like dogs very much!I can swim.I have an English book.Coffee is my favourite.I like listening to music.(遇到与老师相同的答案，学生起立说“Me, too!”)2. Lead-in(Get into the context)T: You like listening to music. Now let’s enjoy!T: Do you like this TV sho w? Today, Season3 is coming! And I’ll be the host Cici. Good morning, boys and girls! (PPT出现戴牛仔帽的Cici)S: Good morning, Cici!T: Today I’ll take you to some places and let’s find food, OK? (PPT出现“找食物”) And when you find your food, please put it on your plate.Step 2 Presentation1. Game Village (Play a game)A. Shout the nameT: We are going to the game village. Let’s find food in the game! (PPT 呈现) If you see words or pictures, say it loudly and quickly! If you see the boxes, say Yummy! Yummy! (教师可以板书sandwich和hamburger并贴上相应图片) B. Guess the foodT: In the game there are some boxes. Let’s guess what’s in it?(学生根据提示猜测盒子里的食物)答案：a cup of coffee a glass of milk some noodlesT: Congratulations! (在黑板上贴出对应的食物图片) Don’t forget to put the food on your plate!C. Say a chantT: Now, I can make the food into a chant. Listen!Coffee, coffee,I’d like some coffee.Milk, milk,I’d like some milk.Noodles, noodles,They are very nice!(用刚刚的食物名称编成一段chant)T: Can you have a try? (板书关键句型I’d like …)S: (say the chant)D. One-min-non-stop talking(一分钟说不停)T: Let’s have one-min-non-stop talking. You can ask freely. Let’s try!I’d like a glass of milk. What would you like, S1?S1: I’d like…What would you like, S2?S2: …T: Let’s practice in groups of four first.T: OK, le t’s do it! You should say loudly and quickly! (四人小组快速接龙提问回答)T: You are so great! Don’t forget to put the food picture on your plate.OK. Let’s move!2. Cartoon centre (Learn the story)T: We are going to have a rest and enjoy a cartoon!Look at our friends, where are they? At the snack bar. (教师板书标题)T: What are they doing at the snack bar? What food can you find at the snack bar?Let’s watch and tick.A. Watch and tick.T: All right. Time is up. Let’s check the answer. If the answer is right, let’s say“Yes”; if the answer is wrong, let’s say “sorry”. Who can have a try?S: I can find some hamburgers, sandwiches, noodles, coffee and milk. (也许会由几位学生共同回答出以上答案。
U6 公开课教案
U6 Let’s go by taxi part A教案一．T:class beginsS:sand upT:good morning,boys and girls.S:good morningT:sit down,please.S:thank you.二.T: Today, we’ll learn Unit 6 . Look at the title,please. (领读标题) Look at the picture,it’s a taxi. Follow me , please .(领读taxi，请学生读)by taxi（领读，学生读）板书by taxiT：boys and girls ,We had learned some names about vehicles 。
Now ,let’s play a guessing game . Guess, what kind of vehicles is it ? please listen carefully .It’s a bus . good.Listen..It’s a bike greatListen…It’s a plane. terrificListen…It’s a train. wondeful三,T:if we go somewhere we can say :by taxiby train 板书by plane 板书by bike 板书if the place is near us ,we can :on foot(领读，学生读)四．Ｔ：ok,boys and girls .i’ll do a survey .How do you go to school?I go to school…(你询问5-8个学生)T：look at the map, you know we are in jiangsu .If we want to go to 新疆。
人教PEP六年级上册英语教学教案《 Unit 6 Part A 》第一课时教案
人教PEP六年级上册英语教学教案《 Unit 6 Part A 》第一课时教案一. 教材分析《人教PEP六年级上册英语》Unit 6的主题是“In the park”，主要学习关于公园的内容。
Part A包含一个话题、两幅插图和相关的词汇、句子及练习。
话题涉及在公园里看到的事物和活动，如pigeons, ducks, swings, slides等。
通过本节课的学习，学生能够听懂、会说、会读本节课的生词和句子，并能够运用所学内容进行简单的交流。
二. 学情分析六年级的学生已经具备了一定的英语基础，对于图片和简单句子的理解没有问题。
但是，在学习过程中，部分学生可能会对一些生词和语法的理解存在困难。
因此，在教学过程中，需要关注这部分学生的学习情况，给予他们更多的帮助和指导。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的生词和句子，了解在公园里可能会进行的活动。
2.能力目标：学生能够运用所学内容进行简单的交流，培养观察能力和表达能力。
3.情感目标：学生能够热爱大自然，关注环境保护。
四. 教学重难点1.重点：学生能够听懂、会说、会读本节课的生词和句子。
2.难点：学生能够运用所学内容进行简单的交流，并能正确运用一般现在时描述在公园里的活动。
五. 教学方法采用情境教学法、任务型教学法和分组合作学习法。
通过设置公园的场景，让学生在实际情境中学习词汇和句子；通过完成各种任务，激发学生的学习兴趣和积极性；通过分组合作学习，培养学生的团队协作能力和沟通能力。
六. 教学准备1.教师准备：准备好本节课的生词和句子，制作相应的课件和教具。
2.学生准备：提前预习本节课的内容，了解公园的相关知识。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论公园，如“你喜欢公园吗？为什么？”等，激发学生的学习兴趣。
然后展示本节课的生词和句子，让学生初步感知。
2.呈现（10分钟）教师通过课件和实物展示本节课的生词和句子，如“I see pigeons in the park. I can ride a bike.”等。
U6教案
Unit 6 Colours（第一课时）【教学目标】1.能初步听懂、会拼读、会写单词： red, yellow, green,orange2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。
3.进一步巩固Look at the/my/…和表达赞扬的话4.培养学生听说读写的英语综合运用能力【教学难点】1.能初步听懂、会拼读、会写单词：red, yellow, green,orange2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。
【教学重点】1.能初步听懂、会拼读、会写单词red, yellow, green,orange2.能初步听懂What colour is the/my/your…,并且能用It’s来回答。
【教学过程】Step1 Warm Up1. GreetingsT: Hello, boys and girls. Today，there are some new teachers in our classroom, let’s introduce ourselves.Don’t forget the praise.2.Play a game(Magic eyes)Step2 Presentation1.朗读四个已学过的衣服类单词，并且指出四个衣服代表四种颜色red, yellow, green,orange。
教读这四个单词。
2.出示What colour…？这个句型以及回答It’s…. 教授句型What colour…?和回答。
并让学生用自己所带的衣服来进行问答。
接着教师出示红黄相间的裙子，引导学生回答red and yellow。
3.Sing a song.Who’s wearing …today?跟着动画片唱。
4.除了衣服有漂亮的颜色，大自然也有，请学生们欣赏大自然的颜色。
5.杨玲也是一位魔术师，今天她将要变什么衣服？请孩子们猜测。
【人教版】小学六年级上英语《Unit 6》优质课教学设计
Unit 6How do you feel?第一课时一、教学内容Part A Let's try & Let's talk二、教学目标1．能够理解对话大意，并回答对话下面的问题。
2．能够用正确的语音、语调朗读对话，并能进行角色表演。
3．能够听、说、读、写，并在情景中询问他人的情绪或描述自己的情绪。
4．能够在语境中理解生词chase、mice、bad、hurt的意思，并能正确发音。
5．能完成本页看图描述自己情绪的活动。
三、教学重难点1．能够用正确的语音、语调朗读对话，并能进行角色表演。
2．能够听、说、读、写，并在情景中运用以下“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．能够在语境中理解生词chase、mice、bad、hurt的意思，并能正确发音。
四、教学准备多媒体课件、单词图片。
五、教学过程Step 1 Warming－up1．Greeting2．Let's talk about our life.引用学过的句型，操练交流。
Step 2 Presentation1．学习Let's try(1)播放Let's try中的录音，给出题目中的情境，指导学生完成听力选择。
(2)全班核对答案。
2．学习Let's talk(1)完成Let's try后，教师提问：What film do they watch？请学生带着问题观看动画片获取信息。
(2)就卡通片的具体内容提问：What is the cat's job？What does he often do？Why does he do that？请学生再次观看动画获取信息。
(3)教师提问：How do the mice feel？How does the cat feel？引导学生回答：They are afraid of him.The cat is angry with them.(4)教师呈现Let's talk 的插图，引导学生看图理解chasing 的意思，并理解新句子“Maybe our cat is chasing a mouse now！”。
六年级英语下册Unit6优秀教案
六年级英语下册Unit6优秀教案六年级英语下册Unit6优秀教案一. 目标与要求1.掌握课文出现的新语言点：have school, plan for the weekend, at the concert,2.掌握并会运用句型：What are you going to do…? I’m going to …3.能理解并能正确的使用电话用语Is that…?Yes, speaking。
4.能正确理解、掌握对话的内容，初步掌握制定计划的方法，并能有感情的朗读对话。
5.培养同学对时态的敏感性，能进一步了解并感知一般将来时。
二. 教学重难点1．重点：能听懂、会说、会读本课词汇，理解运用本课句型，能正确理解、掌握对话的内容并能流利的朗读对话。
2．难点：单词plan, concert的读音；有感情的.朗读对话并适当拓展。
三. 教学准备：多媒体课件，词组与句型卡片四、主要板书设计Unit 6 Planning for the weekendWho A: What are you going to do …?What to do B: I am going to …with … .Make a plan With whom Would you like to join us?Where A: Yes, I’d love to. /Yes, I’d like to.Whenhave school plans for the weekend at the concert五、教学过程Step1.Warm up1. Exchange greetings.2. Free talkWhat is your favourite subject?Do you have any hobbies? Etc.Step2.Presentation(pre-reading)1.课件出示四月份日历a. What day is it today? What’s the date today?b. What did you do last weekend? Did you have a good time?(课件显示上周末日期)c. Beca use at the weekend we don’t have school, we are free, we can do many things we want to do. But where are you these days?（课件显示4月份工作日）These days we are busy, we have school.(教学have school)d. What are you going to do this weekend?（课件出示本周末日期）e. 根据同学的回答总结：…… is your plan for the weekend.(教学plans for the weekend)f. Do want to know what I am going to do this weekend? You can ask me .Ss: What are you going to do this weekend?T: I am going to fly a kite with my friend in the park this Sunday.(课件出示)So if we want to decide what to do this weekend, first we can make a plan. But how to make a plan?根据课件上I am going to fly a kite with my daughter in the park this Sunday.协助同学整理;WhoWhat to doMake a plan With whomWhereWhen根据制作计划的基本步骤，把上面的句子在课件上出现到下表中。
u6初学班篮球教案
u6初学班篮球教案教案标题：U6初学班篮球教案教案目标：1. 帮助学生了解篮球的基本规则和技巧。
2. 培养学生对篮球的兴趣和热爱。
3. 提高学生的协调能力、团队合作和身体素质。
教学重点：1. 学习基本的篮球运球技巧。
2. 学习基本的投篮姿势和技巧。
3. 学习基本的传球技巧。
教学准备：1. 篮球场地。
2. 篮球。
3. 锥桶或标记物，用于设置训练区域。
4. 小组或个人练习的练习册或工作表。
教学过程：引入活动：1. 向学生介绍篮球运动的背景和一些著名的篮球明星，激发学生的兴趣。
2. 展示一些篮球比赛的视频片段，让学生对篮球的规则和技巧有一个初步的了解。
活动一：篮球运球练习1. 向学生示范正确的篮球运球姿势和技巧。
2. 让学生进行基本的篮球运球练习，包括站立运球、行走运球和转身运球。
3. 强调正确的手部动作和控球技巧。
活动二：篮球投篮练习1. 向学生示范正确的投篮姿势和技巧。
2. 让学生进行基本的投篮练习，包括站立投篮和行走投篮。
3. 强调准确的目标和手部动作。
活动三：篮球传球练习1. 向学生示范正确的传球姿势和技巧，包括胸传、头传和反手传球。
2. 让学生进行基本的传球练习，包括与搭档进行传球练习和进行小组传球游戏。
3. 强调准确的目标和传球力量的控制。
活动四：篮球小游戏1. 组织学生进行简单的篮球小游戏，如抢篮板球、过人得分等。
2. 引导学生在游戏中应用所学的运球、投篮和传球技巧。
3. 鼓励学生团队合作和积极参与。
总结活动：1. 回顾本节课所学的内容，强调篮球的基本规则和技巧。
2. 鼓励学生继续锻炼和提高篮球技术。
3. 分发练习册或工作表，让学生在课后进行练习和巩固。
教学延伸：1. 组织学生观看篮球比赛，让他们进一步了解篮球运动的精彩和技巧。
2. 鼓励学生参加学校或社区的篮球俱乐部，提供更多的篮球训练机会。
3. 组织学生参加篮球比赛或表演，展示他们所学的篮球技巧。
教学评估：1. 观察学生在课堂上的参与程度和学习态度。
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2. With the full force of our passionate being, we are able to hold fast to and attain whatever we desire. ( F ) We cannot always hold fast to life and not let go even with the full force of our passionate being. We must accept our losses, and learn how to let go. 3. It is inevitable that we will lose something at different phases of life. ( T )
UNIT SIX
•Attitude to Life
Parts Paras.
Part Division of the Text Further Understanding Questions and Answers True or False Discussion
Main Ideas Through one event during his hospitalization, the author explains that we often fail to see the beauty and wonder of life when we should be holding on to it, urges us to hold fast to the gifts of life.
3
Part Division of the Text Further Understanding Questions and Answers True or False Discussion
1. What, according to the author, is the paradox of life? You must hold fast to something that you must let go of eventually. 2. Why does the author quote the saying from the ancient rabbis? The author intends to use the metaphor to illustrate the paradox. “A man comes to this world with his fist clenched” mean that a man holds fast to the gift of life when he is born, but when he leaves this world, he has to let go of it.
1
1~8
2
The author directs his discussion to the 9~11 other side of the paradox: how to let go, and points out why we must accept losses and learn how to let go. As a solution to the paradox, the author suggests a wider perspective to view what 12~16 is transient and what is eternal, gives us his advice as to what we should do in order to make our lives meaningful and our deeds “timeless”.
Detailed Reading
Two Truths to Live by Alexander M. Schindler The art of living is to know when to hold fast and when to let go. An ancient man said long ago: “A man comes to this world with his fist clenched, but when he dies, his hand is open.” Surely we ought to hold fast to life, for it is wonderful, and full of a beauty. We know that this is so, but all too often we recognize this truth only in our backward glance when we remember what it was and then suddenly realize that it is no more.
Part I. (Para 1-8)
1) Main idea: Life has two opposite poles. They seem to be contradictory to each other, but they co-exist well.
answer the questions after reading para. 1 to 8
Part Division of the Text Further Understanding Questions and Answers True or change of the author’s attitude towards life after hospitalization? He learns to appreciate the beauty existing in daily life. 4. What, according to the author, is the first pole of life’s paradoxical demands on us? Never too busy for the wonder and the awe of life. Be reverent before each dawning day. Embrace each hour. Seize each golden minute.
Words and Expressions (P1 to P8) hold fast, let go, clench, backward glance, fade, wither, tender, intensive care, sparkling, relish, hurry to and fro, indifferent to, grandeur, preoccupied with, glean from, be careless of, paradoxical, etc.
Detailed Reading
One morning, I had to have some additional tests. The required machines were located in a building at the opposite end of the hospital, so I had to be wheeled across the courtyard in a chair. As we emerged from our unit, the sunlight hit me. That’s all there was to my experience. Just the light of the sun. And yet how beautiful it was — how warming; how sparkling; how brilliant! I looked to see whether anyone else relished the sun’s golden glow, but everyone was hurrying to and fro, most with eyes fixed on the ground. Then I remembered how often I, too, had been indifferent to the grandeur of each day, too preoccupied with petty and sometimes even mean concerns to respond to the great beauty of it all.
Part Division of the Text Further Understanding Questions and Answers True or False Discussion
1. It is not easy to learn how to let go when we are young. ( T )
Detailed Reading
We remember a beauty that faded, a love that withered. But we remember with far greater pain that we did not see that beauty when it flowered, that we failed to respond with love when it was tendered. A recent experience re-taught me this truth. I was hospitalized following a severe heart attack and had been in intensive care for several days. It was not a pleasant place.
beauty”? 2. What can you learn from this essay?