外研版小学六年级英语上册Module1 Unit2 教案
Module1 Unit2 It’s in the west.
课时：第1 课时 班级：六二班 授课人：殷玉
教学目标：学习讲述某地的地理位置和相关的基本信息。
教学重点：1.It’s in the west.
2.Where’s in New York?
教学难点：感叹句型：What a+形容词+名词！
教学用具：多媒体
教学过程：
Step1:Review.通过三张幻灯片复习words, phrases和方位词。（此
部分耗费少量时间，单独提问，以达到检测的目的）
Step2:1.看中国地图找出西湖位置， the West Lake西湖
2.先引导课文，再讲解：
1> —Where’s +地点？ …在哪里？问地点的句型。
—It’s+方位短语。
2>方位短语：in the east in the west in the south in the north
3.Practise.根据地图反复练习，Where’s …？It’s …？
Step3:1.看美国地图，学习两个地点读音：
San Francisco 旧金山 Houston 休斯顿
2.通过观察地图，大概了解3个地点位置，然后引入课文。
3.领读1遍课文，然后，学生熟读课文，并翻译。
讲解：1>What a +形容词+名词！例：What a clever cat!
2>And what about…？那么…怎么样？
4.小组合作，小组内分角色朗读课文，找小组呈现。
Step4:课堂练习。学生先自己在练习本上写答案，然后同桌核对
答案。
Step5:Homework.
1.P5第1，2部分课文英汉对照抄一遍。
2.把第1.2部分课文背会。
教学反思：本节课是外研版小学六年级英语Module1 Unit2第一
课时，外研版的教材一直在改版，又是新开学，在没有教师用书
和任何教学音视频可以参考的情况下，准备的这节课，我个人的
教后感是：
优点：
能够按照教学设计圆满完成教学任务，时间把握刚好！整节
课也按照预期效果实现，学生配合默契，学习效果良好！
缺点：
教学经验虽有，但是，小学教学经验还是有欠缺的，对于教
学过程中，知识点讲解深浅把握不是很好，在今后的教学过程中，
还需要多听课多钻研多学习！
外研版英语6上六年级上Review Module Unit1教案
小学英语学习材料金戈铁骑整理制作六年级英语Review Module Unit1教案教学重点：复习本册中学习过的重点句型：there is/are…, have got / has got…教学难点：能正确运用there is/are…,have got / has got句型。
教学设计：一．Listen ,point and say.1.复习图片中相关的短语。
例如：bus station , park, restaurant, river, shop, street,supermark,theatre.让学生看图听录音，然后分组说短语。
2.根据图片内容，说出每一个地点所在的位置，用there be 句型造句。
例如：There is a theatre in the town.可以采用以下方法来练习。
1）老师说，学生听。
2）老师让学生站起来说。
3）同桌互相说。
3.在黑板上写出以下句子，a.It has got many narrow streets.b.It hasn’t got a river.c.There are no boats on the river.学生以组为单位，看图读句子，讨论句子中的错误。
找出并改正，看哪一组找得又快又好。
学生完成后，每组选一位代表站起来说出正确答案。
a. It has got many wide streets.b.It has got a river.c.There are many boats on the river.二．Look and write.Then ask and answer.1.让学生先自己看图，读一读图片中的句子。
然后不看书，老师来说图片中的句子，让学生猜出是哪幅图片。
例如;T: It’s a girl.She has got a green bike.Ss:Picture4.T:Yes.最后同桌互相说，并把正确答案写在书上。
2. 让学生先把句子读熟，自己试着说一说。
小学英语六年级上册M2U1教案
What’s this?
Can you tell me more about Chinatown?
Ask the students to watch the video (no words),and
共学
阶段
1.Know more about Chinatown.
Read more knowledge about Chinatown,then say more about Chinatown.
2.If you were Daming,send an email to your mum,introduce Chinatown to her.
...
Presentation
Answer: It’s Chinatown.
Say something which they have known about the Chinatown.
e.g. There’s a Chinatown in New York.
There are lots of Chinese people in Chinatown .
1.---They are talking about Chinatown.
From the video they can know:
There’s a Chinatown in New York.
(Enjoy the picture of the Chinatown.)
2.---All towns in China are Chinatowns.
探究
问题
There is/are...
外研版六英语Module 2《Unit 1 When are we going to eat？》教案
外研版六年级下册英语Module 2《Unit 1 When are we going to eat？》教案一、教材分析：本教材是外研版六年级下册 Module 2《Unit 1 When are we going to eat?》，主要包括两个对话：活动一和活动二。
通过这两个对话，学生将学习如何运用一般将来时态表达将来的活动，并学会用句型"When are we going to...?" 来询问时间并进行回答。
同时，学生还将通过对话了解和体会大自然的美丽，培养对待动物的正确看法。
二、教学目标：1. 语言知识目标：能够听、说、读并理解活动一和活动二的对话。
能够运用 "be going to + 动词原形" 来表达一般将来时态。
能够用句型 "When are we going to...?" 来询问时间并进行回答。
能够正确朗读活动二的对话。
2. 思维能力目标：能够对语篇信息进行分析。
能够体会提问的技巧。
3. 学习能力目标：能够通过教学活动调动学生的积极性，在教师创设的情境中大胆尝试用英语进行交流。
4. 文化意识目标：能够体会大自然的美丽，培养正确对待动物的看法。
三、教学重难点教学重点：能够用一般将来时态的句型来提问并能够回答对活动二对话的理解和认读。
教学难点：对一般将来时态句子的正确运用。
四、学情分析：学生是六年级学生，已经学习了一些基础的英语知识，包括一般现在时态和一些基本的句型。
他们对于时间的表达和询问可能还不够熟练，对于一般将来时态的句子运用也需要进行深入的学习和训练。
在兴趣方面，学生对于大自然和动物可能有一定的好奇和兴趣，可以通过这些主题引发他们的学习兴趣。
五、教学过程：Step 1: Lead-inShow pictures of different activities such as eating, playing, and reading on the board or using a multimedia tool. Ask students to name the activities they see. Encourage them to use complete sentences, such as "I see someone eating."Elicit the question "What are you going to do?" and explain that we can use this question to ask about future plans. Write the question on the board.Teacher: What activities do you see in the pictures? Let's describe them using complete sentences. For example, "I see someone eating."Student 1: I see children playing soccer.Student 2: I see a girl reading a book....Step 2: PresentationPresent the dialogue for Activity 1 on the board or using a multimedia tool. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after the audio.Explain any new vocabulary or expressions in the dialogue, and write them on the board.Divide the class into pairs and ask them to practice the dialogue together, taking turns playing the roles of the characters.Teacher: Now, let's listen to a conversation between Amy and Mike. Pay attention and follow along in your books.[Read the dialogue aloud]Teacher: Great! Now, let's listen to the audio and repeat after it.[Play the audio recording]Teacher: In the dialogue, Amy and Mike are talking about their plans. Can you tell me what they want to do? What did Amy invite Mike to do?Student 1: Amy invited Mike to eat ice cream.Teacher: That's right! Amy invited Mike to eat ice cream. What did Mike say?Student 2: Mike said he was going to play soccer....Step 3: PracticeIntroduce the dialogue for Activity 2. Read the dialogue aloud and ask students to listen and follow along.Play the audio recording of the dialogue and ask students to listen and repeat after it.Ask comprehension questions about the dialogue to ensure students understand the content.Model and practice the question "When are we going to...?" and appropriate answers using the dialogue as examples.Divide the class into pairs or small groups and ask them to role-play the dialogue, taking turns asking and answering questions about the activities.Teacher: Now, let's move on to Activity 2. Listen to aconversation between Lucy and Ben. Pay attention to their plans and the time they mention.[Read the dialogue aloud]Teacher: Let's listen to the audio and repeat after it.[Play the audio recording]Teacher: Good job! Now, let's check your understanding. When is Lucy going to visit her grandparents?Student 1: Lucy is going to visit her grandparents on Saturday.Teacher: Excellent! Now, using the dialogue as an example, let's practice asking and answering questions using "When are we going to...?"Student 2: When are we going to play video games?Teacher: We are going to play video games on Sunday afternoon....Step 4: Grammar ExplanationIntroduce the concept of "be going to + verb" to express future actions.Write examples on the board and explain the structure and usage of the future tense.Provide additional examples and encourage students tocreate their own sentences using the future tense.Teacher: Now, let's focus on the grammar. We use "be going to + verb" to talk about future actions. The form is "am/is/are + going to + base verb." For example, "I am going to eat ice cream."[Write the example on the board]Teacher: Can you give me more examples using "be going to + verb"?Student 1: She is going to read a book.Student 2: We are going to play soccer....Step 5: Guided PracticeGive students a worksheet or handout with sentences in the present tense. Ask them to rewrite the sentences using the future tense.Circulate around the class, providing assistance and feedback as needed.Teacher: Now, let's practice using the future tense. I will give you a worksheet with sentences in the present tense. Your task is to rewrite the sentences using the future tense. For example, "I eat breakfast" should be rewritten as "I am going to eat breakfast."[Give out the worksheets]Teacher: Work individually and let me know if you have any questions.Step 6: Independent PracticeDistribute worksheets or handouts with a set of questions asking about future plans.Instruct students to write their answers using the future tense.Collect the worksheets and provide feedback on their use of the future tense.Teacher: Now, I will give you a worksheet with questions about future plans. Your task is to answer the questions using the future tense. For example, "When are you going to visit your grandparents?"[Hand out the worksheets]Teacher: Take your time to complete the worksheet. When you're done, please pass them to me, and I will provide feedback on your use of the future tense.Step 7: ClosureReview the key points of the lesson, including the use of "be going to + verb" and the question "When are we going to...?"Summarize the main learning objectives and ask students ifthey feel more confident using the future tense.Teacher: Before we finish, let's quickly review what we've learned today. Can someone tell me when we use "be going to + verb"?Student 1: We use "be going to + verb" to talk about future actions or plans.Teacher: Exactly! And how do we form the future tense using "be going to"?Student 2: We use "am/is/are + going to + base verb" to form the future tense.Teacher: Great job, everyone! Today, we practiced asking and answering questions about future plans using "When are we going to...?" I hope you feel more confident using the future tense now. Keep up the good work!六、板书设计：Module 2: Unit 1 When are we going to eat?Key Vocabulary:eatplayreadGrammar:be going to + verbQuestion:When are we going to...?七、教学反思：本节课通过引入不同的活动图片，激发了学生对于未来计划的兴趣。
外研版小学英语(一年级起点)六年级上册Module2 Unit2 参考教案
Module2 Unit2 参考教案一、教学内容外语教学与研究出版社（一起点）六年级上册第二模块Unit 2 I went to library yesterday.二、教学过程建议（一）热身导入1. 师生互致问候，请学生演唱SB Module 1 Unit 2活动4的歌曲。
2. 播放SB Unit 2活动1的动画或录音，请学生看动画或边听录音边看挂图。
教师引导学生看图理解语境：Darning通过网络视频在向Sam介绍自己在唐人街的见闻。
3. 再次播放录音，请学生看图跟读，并请部分学生展示。
（二）任务呈现教师告诉学生：“今天我们来学习如何写电子邮件，并通过邮件来介绍自己昨天的经历吧。
首先，我们来看一看下面这三位小朋友是如何写邮件的。
”（三）课文学习1. 播放SB Unit 2活动2的动画或录音，请学生看动画或边听录音边看挂图，理解课文语境。
再次播放录音，请学生完整听一遍课文。
播放第三遍录音，请学生逐句跟读。
2. 在跟读过程中，通过展示图片、做动作、说明等方式，学习“tomb, wrote, when”的语义，并对“wrote”进行运用训练。
3. 完成SB Unit 2活动3。
教师引导学生理解活动要求:根据课文内容回答问题。
先请全体学生齐声朗读一遍课文，然后请部分学生口头回答问题，接下来请学生独立写下答案，并请学生两人一组相互检查，最后请部分学生朗读自己填写的答案，全班核对。
4. 请学生分组、分角色朗读课文，并请部分学生向全班展示。
5. 再次展示挂图，并在黑板上写出“Ming Tombs, exciting, stone animals, gate, clothes, money; library, big, books, CDs, computers, favorites, the US, Canada; wrote, story, English class, teacher, book, big, visit, write” 作为提示词，鼓励学生看挂图和提示词复述课文，注意纠正学生的语音语调。
外研版英语六年级上册Unit 1 第2课时课件
►If I had not been born Napoleon, I would have liked to have been born Alexander. 如果今天我不是拿破仑的话，我想成为亚历山大。
►Never underestimate your power to change yourself! 永远不要低估你改变自我的能力！
Practise
Guessing game
学生两人一组进行游戏，一人从教师准备的几张表示
某个地点的图片中随机抽取一张，不能让另外一位同学看
见，然后用there be句型描述在图片地点中可能出现的事
物，另一人则猜测地点名，如果该学生猜不出来而想要获
得更多的信息，则用“Can you tell me more about it?”向对
Simon:What are you doing...！ Daming:I'm... Simon:Do you...? Daming:Sometimes. Simon:Do you...? Daming:Yes!Can you tell...? Simon:There are... ...
Free talk Last class we learnt some new words, now let's review them.
Think...
有时
连
那么
一
连
舞蹈
商店
唐人街
Talk about Chinatown. There is a Chinatown in New York.
There are lots of people in Chinatown.
There are lots of Chinese restuarants.
外研版(三起)-英语-六年级上册-Module2 Unit1 第1课时教案
Module2 Unit1 第1课时教案一、教学内容外研版小学英语六年级上册第二模块第一单元第一课时: Unit 1 1. Look, listen and say. 2. Listen, read and act out.二、教学目标1. 大多数学生能够听、说、读、写单词: sometimes, shop, dancing, Chinatown.2. 大多数学生能够听懂并运用“There’s a Chinatown in New York! There’s Chinese dancing. There are lots of Chinese shops and restaurants there.即“There is/are…”句型。
3. 能够运用所学的语言知识与同伴进行交流。
三、教学重难点（一）重点：1. 听、说、读、写单词: sometimes, shop, dancing, Chinatown.2. 学习句型: There is/are...（二）难点：1. 用句型“There is/am..”描述事物。
2. “You do miss China!”中do表示强调。
四、教学准备1. 单词卡片（可从优教平台下载“Module2 Unit1单词卡片集”直接使用）。
2. 音频（可从优教平台下载使用）。
3. 人物大明和西蒙的头饰。
4. PPT课件。
五、教学设计Step 1 Warm-up1. Have a dictation of the new words of Module 1.2. Let’s chantLet the students say the chant of Page 7 together.【设计思路】通过听写复习了前面所学到的知识，通过chant让学生快速地进入学习状态，并为进入今天的新课做好铺垫。
Step 2 Preview老师提出以下几个问题：1. Is New York in America?2. What can you see in New York?3. Can you tell me more about Chinatown?4. Are there any Chinese shops and restaurants in New York?【设计思路】通过这四个问题的设置，可以起到承上启下的作用。
小学英语_Module2Unit1There'sChinesedancing教学设计学情分析教材分析课后反思
小学英语六年级上册（外研版）Module2Unit 1 There’s Chinese dancing.一、教材与学情分析（一）教材分析本单元是新标准英语六年级上册第二模块的内容，重点是让学生理解There be句型以及能在实际生活中应用。
（二）学情分析本课的教学对象是六年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性与主动性，具备了一定的英语语言运用能力，求知欲增强。
因此，在新知识传授的同时，教师要尽可能多的为学生创造良好的语言环境，给学生充足的语言“习得”机会，让学生在学习中积极参与、大胆发言，从而形成积极的情感态度和自主学习的能力。
二、教学目标1. 能听懂、会说并认读下列单词：Chinatown, sometimes, shop, then, dancing能听懂、会说并认读下列句子：There’s Chinese dancing.2. 能口头运用“There be”这类语句询问将来发生的事情，并能口头运用“There be”这类语句回答。
3. 为学生创设轻松、愉悦、和谐的英语课堂学习氛围，使学生在学习中敢于开口说英语，并了解旅行之前应该做好准备工作，从而对英语学习产生更为浓厚的兴趣。
4、情感、态度目标：培养学生在各种任务中积极与他人合作的良好学习习惯，加深学生对唐人街的了解，培养学生热爱祖国的情感。
三、教学要点分析（一）教学重点1. 单词：Chinatown, sometimes, shop, then, dancing的认读。
2. 运用“There’s Chinese dancing. ”来描述事情。
（二）教学难点能够在真实的语境中正确运用“There be”句型描述图片及事物。
四、教学准备多媒体课件、点读笔、单词卡片、实物等。
五、教学方法情景教学法，实物教学法，任务教学法、游戏教学法。
六、教学过程Step 1 Warming-up1. Greetings.T: Good morning, boys and girls. How are you today?Ss：I’m fine, thank you. And you?T: I’m very well. Thank you.2.GroupsI’ll devide you into four groups ,let’s see which group is the winner.3.Sing a song.Sing the song together. Is it beautiful? Sing it again.Step 2 Leading-inT: What’s the title of the song?Ss: There’s a Great Wall in China.T: Today we’ll learn Module 2Unit1 There’s Chinese dancing.And teach the new word “dancing”.Show the picture of “Chinese dancing”, and ask where there is Chinese dancing in New York.Ss: Chinatown.T: Teach the new word“Chinatown”.Show the picture of Chinatown and learn about it. T:There’re a lot of Chinatowns in foreign countries. People like Chinatowns, especially Chinese people abroad. When they miss their family and friends in China, they can go there. And there’s traditional Chinese culture in Chinatowns. Do you love Chinese traditional Chinese culture? We all love our Chinese culture and our homeland China. And there’s a Chinatown in China. Listen to activity one and answer: What are they talking about? Yes, they are talking about Chinatown.Ss: Listen and repeat.Step 3 Presentation1. Using the word cards and PPT to learn the new wordsDancing, Chinatown, sometimes, shop, then2. Text learning.(1) Listen to the tape and find the sentences with “There be”:There are lot of Chinese shops and restaurants there.There’s Chinese dancing.(2) Listen to the tape and answer some questions:Where is Daming ? __He’s in the US.Where does Daming want to go? __ Chinatown.Does Daming miss China? ___Sometimes.What is Chinatown like? ___There’re lots of shops and restaurants there.(3)Listen again and repeat the text.(4)Read with your desk mates, then act it out in pairs.Step 4 GroupworkTalk about the things in our classroom in group of four using the sentences“there is/are …”, the more ,the better.Ss: Have a PK.T: See which group is the winner.Step 5 PracticeShow some pictures to practice “There be”There is a…..There are some/ lots of…..Step 6 PairworkTo be a little guideT: Boys and girls, I want to go to a place. There is a long wall, and there are many people. Where can I go?Ss: You can go to the Great Wall.T: That’s a good idea, thank you .T: I want to go to a place .There ’s some delicious food. There are som e beautiful flowers. Where can I go?Ss: You can go to the Dongyi Town.T: That’s a good idea, thank you .Step 7 Consolidation1. Listen and say the important sentences.2. Do activity 3 on the book and practice with your partner.Step 8 Sing a songYo u all did a very good job,boys and girls. You are all great guids. Let’s sing the song to relax. You can sing and dance as you like.Step 9 SummaryCount the starts they get, and see which group gets the most starts. Then every pupil in the group can get a sticker. Congratulations to them. Ask the other groups to come on.Step 10 Homework1.Listen and repeat, then read the conversations for your parents.2. Try to be a little guide for your family and friends if you like.七、板书设计Module 2 Unit 1There’s Chinese dancing.New words: Chinatown, sometimes, shop, then, dancingSentences: There is/are…教学反思：本单元是新标准英语六年级上册第二模块的内容，重点是让学生理解There be句型以及能在实际生活中应用。
六年级英语上册Module2Unit1教案外研版三起
教师组织学生听录音、完成练习并跟读。
2. Read in roles.
学生观看动画,回答问题。
2.Watch and chant.
看动画并chant。
1.Watch and answer.
Hello, boys and girls. I’d like to show youa videotoday.But I have two questions about it.
Q: What’s there in New York?
通过观看动画,了解课文发生场景,回答概括性问题：What is Daming doing? What are Daming and Simon talking about?并自然过渡到后文。再通过精听录音,进行细节处理,帮助学生进一步梳理课文,从而能够用本课重点句型“There are lots of ... .和There’s Chinese dancing.。”来描述唐人街的特征。
1.Watchand answer.
After that, Daming begins to do something on thecomputer. What is he doing? Then, what are Daming and Simon talking about? Let’s watch another video and answer the questions.
Let’sread the dialoguesin roles.
六年级英语上册 Module 2 Unit 2 There are lots of beautiful lakes in China教案 外研版(三起)
Unit 1 There’s Chinese dancing.【教学目标】：知识与技能：There’s a Chinatown in New York!There are lots of Chinese shops and restaurants there.过程与方法：1.Learn the words by game method.2.Teach the text with the task-based method.3.Cooperative learning.情感、态度和价值观：用“There be”句型描述事物【重点】：用"There be“句型描述事物。
【难点】：“there is”和“there are”的用法。
【课时安排】：1课时【教学过程】：（一）导入：1.出示一张城市景观的图片，对学生说：Thisisapictureofacity.What can you see in it ?(I can see……) Yes, in this picture , there are…….2.出示一张纽约唐人街的图片，问学生:Doyouknowwhereitis?Whatcanyouseein this picture?请学生回答问题。
向学生介绍：Daming现在在美国表兄的家里，他正在给家人发送email，他想念家人吗？他今天了解到了美国的什么情况呢？让我们一起来看一看。
（二）探究新知：1.播放动画呈现SB活动一。
请学生认真听Daming和Simon的对话，然后判断大明是否想念中国，为什么？（通过文中Do you miss China ? Sometimes.以及大明迫不及待想要去唐人街的表现，引导学生得出肯定的回答，引出Chinatown的话题）第2.教师提问：Where is Chinatown? What is it like?再放一遍录音，让学生看书听，并从书中找出问题的答案。
外研版一起点六年级上册英语 Module 1 Unit 2课件
It’s my secret.
第五页，共十五页。
It’s eight hundred years old.
2 Listen and read.
Daming: Simon, look at this building. It’s so high.
Simon: It’s the Empire State Building. It’s an office building.
The people who built it were very, very strong, very, very strong, very, very strong. The people who built it were very,
very strong. Thousands of people built it.
第十页，共十五页。
5 Guess and say.
Is it in our city?
Yes, it is.
第十一页，共十五页。
5 Guess and say.
How old is it?
It’s about two hundred years old.
第十二页，共十五页。
5 Guess and say.
Daming: Can you tell me more about it?
Simon: All right. It’s more than eighty years old. And it’s more than four hundred metres high! Simon: Yes. Do you want to climb the stairs to the top? Daming: Well...