人教版六年级英语下册第四单元教案及反思
(3)课堂小练习。
Step 4：Homework
跟读“Let’s talk”部分，学习正确的语音语调。
本部分以学校的新旧面貌为背景展开对话，引出重点句型“There was/were…”并引导区分“There is/are…”之间的区别。在教学过程中教师要注意
引导学生区分过去时和现在时所表达的不同含义。
5.完成“Let’s talk”部分的绘画练习，并运用句型“There is/was/are/were…”描述。
能区分对话中的现在时和过去时，并能灵活运用句型“There is/was/are/were…”。
句型“There is/are…”和“There was/w e re…”的区分和运用。
教学光盘、绘画笔、两张学校不同时间的对比图片、学校的简笔画。
Step1：Warm-up
(1)以小组为单位，组员相互讨论，介绍自己现在的学校，可运用“There be…”句型。
(2)给每组发一张学校的简笔画，小组合作，给学校的建筑标上英文大名，如:playground，library，art room，classroom，teachers’ office，computer room等等。比一比，哪个小组标注得最快。
(3)可以多举一些例子，帮助学生理解Thee is/are…和There was/were…的区别。
(4)完成“Let’s try”部分。Today，there is a guest visiting the school.一起听听力，并作出判断。
(5) Grandpa作为guest来到Wu Yifan的学校，一起来听听What are they talking about?听第一遍时，跟读对话，学习正确的语音语调；听第二遍时，思考问题，并作出判断：A. There was a library in Grandpa’ s old school. B. There was only one small building on a hill. C. He couldn’t see stars at night. D. There are computers now.；听第三遍时，理解对话大意，并结合上下文理解“star”“easy”“Internet”“How do you know that?”“Tell us about your school.”
Step2：Presentation
(1)教师拿出Wu Yifan的新旧学校的简笔画，并请一名学生介绍学校现在的情况，如：There is a library in his school.请另一名学生介绍以前学校的情况，There was no library in his school.将is，was标注出来，引起注意，强调区别。
(2)利用多媒体分别展示3年前、5年前、10年前学校的图片，并运用“There was/were…”句型来进行描述。
Step2：Presentation
(1)教师展示餐厅的图片，并做“吃饭”的动作，“It’s a place where you eat food.”引出“dining hall”，引导学生说：“There is a dining hall in our school”。
(2)展示体育馆的图片，引出“gym”，S：Thereis a gym in our school.
(3)教师指着学校的草坪：“What’sthis？”“It’s grass.”“There is a grass in our school.”
(6)学生三人一组练习对话，并表演对话，请几组上台表演，教师予以指导。
Step3：Consolidation and extension
(1)替换其中的关键词，如“library”“computer”等，重新编写对话，并表演对话。
(2)要求学生画出自己5年前的学校以及现在的学校，并向组员一一介绍变化，运用句型“There was/were…”“There is/are…，，来对比描述，其他成员评价、纠正并学习。
1.能听、说、认读单词“dining hall”“grass”gym以及agБайду номын сангаас。
2.了解与过去时连用的时间：years ago，months ago，last year，last month。
3.能运用Therebe句型的现在时和过去时进行表达不同时间的某地点和某事物。
4.能完成“Find the mistakes”。
能听、说、认读单词“dining hall，grass，gym，ago”并能灵活运用“There be…”的现在时和过去时。
能灵活运用“There be”的现在时和过去时并能灵活运用“…don’t…”“…couldn’t…”。
单词卡片、教学光盘、学校主体图片。
Step1：Warm-up
(1)教师拿出学校的图片和学生对话。T：What’s this？S：It，s a library.引导学生用“There be…”句型来说：There is a library in our school.以此类推，分别描述teachers’ office，playground，computer room，art room等。
1.能听懂“Let’s try”部分，为“Let’t talk”的学习做准备。
2.能理解“Let’stalk”的内容，并以正确的语音语调朗读对话。
3.能理解过去时和现在时的区别，并能在对话中灵活交叉使用。
4.能灵活运用句型：“There was/were…”来表达“某地曾经存在过某物”；能对比句型：“Thee was/were…，及“There is/are…”，理解“过去”和“现在”所表达的含义。
最新人教版六年级英语下册第4单元Unit Four ：The and now第4课时教案
Unit Four ：The and now教学目标：1.能够听、说、读22个单词。
2.学会句型How do you know that？并会根据所学单词进行情景对话。
3.学会句型并会根据所学单词进行情景对话。
课时安排4课时第4课时教学目标：1.能根据所学句型对假期进行询问，并会回答.2.能够理解let's talk的大意，会读，并能小组内进行情景对话.一、板题、示标。
同学们，今天我们来一起学习第三单元let's talk 部分。
首先，明确本节课的学习目标（投影显示）。
有信心完成学习目标的同学请举手，（好，请放下。
）为了更好地完成学习目标，本节课我们将进行三场比赛，先看第一场比赛。
二、第一次“先学后教”比正确翻译短文意思。
师：请同学们看自学指导自学指导要求：默看P36页，结合单词表，5分钟后比谁能正确翻译出词组意思。
二次备课个性化设计：1.由ppt课件出示所学单次图片，通过图片加深对单词的意思的认识。
2.教师教授新单词，通过大小声，找哑巴等游戏进行读单词。
师：时间到，停，随机提问三、第二次“先学后教”比哪个小组能最准确翻译短文。
师：请同学们看自学指导自学指导要求：请小组讨论，短文正确读音，5分钟后比谁能最准确读出短文。
个性化设计：1.老师教授后，由小老师进行教授，单词会读的组内进行加分。
师：时间到，停，分组抽测（接下来进行第三场比赛）四、第三次“先学后教”比谁能最快会背短文中的重点句型。
师：请同学们看自学指导自学指导要求：1.小组长进行提问2.老师抽测（5分钟）师：时间到，停，分组抽测当堂检测：饭厅( ) 草坪( )体育馆( ）以前( )去骑自行车( )二．翻译句子1.我以前的学校里没有图书馆。
2.请给我们讲讲您的学校吧。
_____________________________________________________________________ 3.你怎么知道的？4.我那时候没有电脑也没有网络？_____________________________________________________________________ 5.以前我很安静。
六年级下册PEP_1 Unit 4 教案(全)教案与教学反思
【素材积累】
1、冬天是纯洁的。
冬天一来，世界变得雪白一片，白得毫无瑕疵，白雪松软软地铺摘大地上，好似为大地铺上了一层银色的地毯。
松树上压着厚厚的白雪，宛如慈爱的妈妈温柔地抱着自己的孩子。
白雪下的松枝还露出一点绿色，为这白茫茫的世界增添了一点不一样的色彩。
2、张家界的山真美啊！影影绰绰的群山像是一个睡意未醒的仙女，披着蝉翼般的薄纱，脉脉含情，凝眸不语，摘一座碧如翡翠的山上，还点缀着几朵淡紫、金黄、艳红、清兰的小花儿，把这山装扮得婀娜多姿。
这时，这山好似一位恬静羞涩的少女，随手扯过一片白云当纱巾，遮住了她那美丽的脸庞。
六年级英语下册第四单元教案
六年级英语下册第四单元教案Written by Peter at 2021 in JanuaryU n i t4T h e n a n d n o w 单元教学目标能力目标：1.学习描述过去和现在不同的句型:There was no library in my old school. Tell us aboutyour school, please. How do you know that There were no computers or Internet in my time. 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.能掌握四会单词及词组：dining hall, grass, gym, ago, cycling, go cycling, ice-skating,badminton.3.能听、说、认读单词或词组: star, easy, look up, Internet, different, active, race, nothing,thought, felt, cheetah, trip, woke, dream.4.会唱歌曲《Changes in me》。
知识目标1.能听懂、会说Part A、B中Let’s talk, Let’s learn中呈现的对话，并能在实际中得以运用。
2.能听、说、读单词或词组：star, easy, look up, Internet, different, active, race, nothing,thought, felt, cheetah, trip, woke, dream，四会单词或词组：dining hall, grass, gym, ago, cycling, go cycling, ice-skating, badminton.3.理解Read and write, Let’s Read and write, Let’s wrap it up, story time部分的内容，会唱歌曲《Changes in me》。
最新人教版(PEP版)英语六年级下册4单元第三课时公开课教案
Period 3 Let’slearn Listen, match and say P37Learning aims(学习目标):1.听说读写单词及短语：cycling, ice- skate, badminton，go cycling2.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.Important &difficult points(重难点):1. 听说读写单词cycling, ice- skate, badminton.2. 记忆badminton.导学探究:Step 1.预习温故(用时5分钟）1.Go over the words. dining hall grass gym star easy2.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 winte r before. I thought it was too cold, andI 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。
PEP人教版小学六年级英语下册教案及教学反思(全册)
PEP人教版小学六年级英语下册教案及教学反思（全册）教材分析本课时的教学重难点在于让学生学会用英语的比较级,并能熟练的将其运用于实际生活中,询问身边的人或者事物的年龄、身高、重量以及长度并用比较级的句型来回答。
本课时的主要语言项目是用英语表述自己的身高和体重,通过A部分五个英语词汇的掌握,把新授词汇融入到新句型当中。
教材在Let's do部分设计了三位学生的身高比较,让学生通过做动作或实际比较可以很快理解并熟练掌握这些相关内容,达到能实际运用的目的。
教学目标(一)知识目标:1、使学生能听、说、读、写有关比较级的单词older、younger 、shorter、taller 、stronger。
2、知道than是比较的意思,than前面要用形容词比较级。
3、了解cm、kg分别表示长度和重量单位,并知道它们的读音,会回答句型:How tall are youHow heavy are you?(二)能力目标:1、使学生初步掌握比较级的用法及句型。
2、使学生知道形容词比较级变化的一般规律。
3、使学生能在一定的情境中自觉运用所学新知识。
(三)情感目标:培养学生分析观察能力,知道要关爱身边的人,爱父母要从生活中的小事做起。
教学重点 1.能听、说、认读所学单词,发音准确2.能读准than并能运用比较级的句型。
教学难点 1.正确运用形容词的比较级谈论自己和他人的具体情况。
2.能结合实际,用英文的长度和重量单位进行问答。
教学准备课件、图片预设过程设计意图Step 1.Warm-up revision1 Sing a song.What’s your favourite season?2 Free talk.a. What’s your favourite season?Which season is it now?What’s the weather like in winter?Which season is always hot and sunny / warm and rainy?/cool and cloudy?/cold and snowy?b. Which season can we make a snowman , winter or fall?Which season can we go swimming in a river, winter or summer?Which season can we fly kites, winter or spring Which season is colder,summer or winter?Which is colder , water or ice-cream?c. I can say , cold --colderCan you say? warm ---warmer, cool---cooler, hot--- hotter,old ---olderStep2. Presentation practice older/ younger的教学How old is the woman She is 35 2How old is the girlShe is 12.Who’s older, the woman or the girl 43512, so we can say the woman is older than the girl.(出示图片) 12<35. We can say the girl is younger than the woman.Now let’s play a gameGuess:How old am IIf your number is more than my age, I will tell you older. If your number is less than my age , I will tell you younger. Let’s see who can guess quickly.How old am I? Gu ess, guess , guessIt’s my turn now. You should ask me and say older or younger to help me. (出示图片)shorter/ taller的教学1. Look at the fishing rod, it looks very short. In fact it’s long. Let’s have a look. Oh, it’s too long .It’s difficult for me to take it. Now let’s make it shorter and shorter. Everybody should say shorter ,shorter , shorter. Then I’ll let you see it can be shorter and shorter. (出示钓鱼杆)2. Which are shorter, the shorts or the pants?(出示图片)Who’s shorter, Zhang Yining or Yao Ming?(出示图片)H ow tall is Zhang Yining?She’s 168cmHow tall is Yao Ming?He’s 226cm 教学长度单位cmcentimeter3.Who’s taller, Zhang Yining or Yao Ming Which animal is taller, the giraffe or the deer?4.Who’s taller than you?5. How tall is it ?(出示图片170cm,160cm,180cm,150cm)6.How tall are you? Come here.Line up from shorter to taller.Line up from taller to shorter.Let’s do: Shorter, shorter, shorter, make myself shorter.Taller, taller, taller, make myself taller.stronger的教学1. You look strong and tall. I can do it. Can you do it? (老师拉着拉力器说)2. Yes, I can .(请两个学生分别做)3. You look as strong as me. But who is stronger, you or INow, let’s play another game. If you think I’m stronger than her, please come here. If you think she is stronger than me, please go there. Everybody should say stronger , strongerReady, go.4. Who’s stronger, she or I5. Which animal is stronger, the tiger or the elephant? (出示图片)Is a cat stronger than a mouse?I can say a bear is stronger than a squirrel. Who can say like me6. Which animal is stronger, the cock or the ant?How heavy is the cock? It’s about 3kg.教学重量单位的读音Step3. Task time consolidationThe new year is coming. We are older than the last year, we are taller than the last year. We are stronger than the last yearLook , 出示表格:Name Age Height WeightI 27 161cm 54kgMy friend 25 158cm 52kg2From the form above , can you say something about my friend and me is old than , is younger thanis taller than, is shorter than is stronger than 3. Can you say something about you and your best friend?1. Ask your parents and finish the form. Then say something about your parents.Name Age Height WeightFather cm kgMother cm kg is older than is taller thanis stronger than2. Remember these numbers forever. Give your father or mother a surprise on their birthdays创设真实任务活动进行比较, 让学生明确目标 ,带着任务去学习新的知识taller 和than的用法。
完整word版,最新人教版PEP小学六年级英语下册4Unit4教案(全)
学科电子教案主备人：总第19课时教学内容Unit 4 Main scene and part A 课型新授教学目标1.There was/were …in…2.Now, there is/are…in…3.star easy Internet教学重点There was/were …in…教学难点用所学的句型描述事物的过去与现在的变化教具学具磁带录音机教学内容个人修改设计教学过程一．Warming up让学生用there be句型讨论教室的陈设。
二．Presentation1.记忆游戏，引出There was句型2．引导学生学习本课的生词和词组。
三．Consolidation1.听录音，完成探究学习1的内容。
2．教师组织学生模仿本课内容，编演新对话。
四．Summing up1.words:Star easy Internet look up教学过程2.sentences:There was only one small building on a hill. There was no library in my old school.There were no computers or Internet in my time.板书设计或要点There was only one small building on a hill. There was no library in my old school.There were no computers or Internet in my time.教学反思学科电子教案主备人：总第20 课时教学内容Unit 4 Part A Let’s learn 课型新授课教学目标1．Grass gym ago cycling dining hall 2．能听懂，会说Let’s learn教学重点Grass gym ago cycling dining hall教学难点能用所学语言进行真实交流教具学具录音带、录音机、动作词卡教学内容个人修改设计教学过程一、 warming up教师将提前准备好的几组图片展示给学生，学生每组领取喜欢的图片，后讨论。
六年级英语下册第四单元教案设计
景泰县喜泉学区小学六年级英语第四单元集体备课教学内容分析主备人薛文备课组长审核小组成员单元教本单元中，李明的加拿大之旅即将结束，于是他和Jenny一起回忆了学内容他们在一起时的开心的日子。
Jenny带李明到纪念品店帮他给家人买礼物，Danny和Jenny还给李明精心安排了一场意外的告别晚会。
本单元集中复习了一般过去时和一般将来时两种结构。
在一个个小故事中，帮助学生掌握一些在其他单元已经学过的口语词汇和短语。
本单元起到一个总体复习的作用单元教1.了解并熟练朗读课文，能够用正确的语调朗读。
学目标2.准确熟练的拼读单词。
并做到听、说、读、写的练习。
3.掌握并运用以下句型：How many...? I wanted to... Iwill...How long...?4.能看图叙述对话内容，提高英语交际能力。
5.学会打电话用语，培养用英语表达的能力。
6.学唱几首英文歌曲。
单元教学重点掌握单词并运用单元教在理解课文的基础上学会应用句型学难点课时安排七课时教导处审核意见景泰县喜泉学区六年级英语集体备课教案课题：Lesson19 Buying Gifts授课教师：主备人薛文组长审核课时 1成员上课时间教学目标 1、知识与技能：（1）、学生可以读、写、说出并且听懂下列词汇：形容词：every名词：flag标准问句：How many______? ______.（2）、学生可以说出并且听懂下列标准问句：How far is it? ___kilometres. How much is it ? It is ___ dollars.2、过程与方法：在教学中运用游戏、歌谣、情景表演等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。
3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。
PEP人教版小学六年级英语下册教案及教学反思(全册)
PEP人教版小学六年级英语下册教案及教学反思（全册）《Unit 1 A Let’s learn》(开发型) 教师周呀盈学科英语执教班级六年级(1、2、3)教学时间2011年2 月 26 日(第 1 周星期五) 教学地点教室教学内容Part A Let ’ s learn / Let ’ s play教学课时第 1 课时教学课型新授是否集体备课否教材分析本课时的教学重难点在于让学生学会用英语的比较级,并能熟练的将其运用于实际生活中,询问身边的人或者事物的年龄、身高、重量以及长度并用比较级的句型来回答。
本课时的主要语言项目是用英语表述自己的身高和体重,通过A部分五个英语词汇的掌握,把新授词汇融入到新句型当中。
教材在Let's do部分设计了三位学生的身高比较,让学生通过做动作或实际比较可以很快理解并熟练掌握这些相关内容,达到能实际运用的目的。
教学目标(一)知识目标:1、使学生能听、说、读、写有关比较级的单词older、younger 、shorter、taller 、stronger。
2、知道than是比较的意思,than前面要用形容词比较级。
3、了解cm、kg分别表示长度和重量单位,并知道它们的读音,会回答句型:How tall are youHow heavy are you?(二)能力目标:1、使学生初步掌握比较级的用法及句型。
2、使学生知道形容词比较级变化的一般规律。
3、使学生能在一定的情境中自觉运用所学新知识。
(三)情感目标:培养学生分析观察能力,知道要关爱身边的人,爱父母要从生活中的小事做起。
教学重点 1.能听、说、认读所学单词,发音准确2.能读准than并能运用比较级的句型。
教学难点 1.正确运用形容词的比较级谈论自己和他人的具体情况。
2.能结合实际,用英文的长度和重量单位进行问答。
教学准备课件、图片预设过程设计意图Step 1.Warm-up revision1 Sing a song.What’s your favourite season?2 Free talk.a. What’s your favourite season?Which season is it now?Wha t’s the weather like in winter?Which season is always hot and sunny / warm and rainy?/cool and cloudy?/cold and snowy?b. Which season can we make a snowman , winter or fall?Which season can we go swimming in a river, winter or summer?Which season can we fly kites, winter or spring Which season is colder,summer or winter?Which is colder , water or ice-cream?c. I can say , cold --colderCan you say? warm ---warmer, cool---cooler, hot--- hotter, old ---olderStep2. Presentation practice older/ younger的教学How old is the woman She is 35 2How old is the girlShe is 12.Who’s older, the woman or the girl 43512, so we can say the woman is older than the girl.(出示图片) 12<35. We can say the girl is younger than the woman.Now let’s play a gameGuess:How o ld am IIf your number is more than my age, I will tell you older. If your number is less than my age , I will tell you younger. Let’s see who can guess quickly.How old am I? Guess, guess , guessIt’s my turn now. You should ask me and say older or younger to help me. (出示图片)shorter/ taller的教学1. Look at the fishing rod, it looks very short. In fact it’s long.Let’s have a look. Oh, it’s too long .It’s difficult for me to take it. Now let’s make it shorter and shorter. Everybody should say shorter ,shorter , shorter. Then I’ll let you see it can be shorter and shorter. (出示钓鱼杆)2. Which are shorter, the shorts or the pants?(出示图片)Who’s shorter, Zhang Yining or Yao Ming?(出示图片)How tall is Zhang Yining?She’s 168cmHow tall is Yao Ming?He’s 226cm 教学长度单位cmcentimeter3.Who’s taller, Zhang Yining or Yao Ming Which animal is taller, the giraffe or the deer?4.Who’s taller than you?5. How tall is it ?(出示图片170cm,160cm,180cm,150cm)6.How tall are you? Come here.Line up from shorter to taller.Line up from taller to shorter.Let’s do: Shorter, shorter, shorter, make myself shorter.Taller, taller, taller, make myself taller.stronger的教学1. You look strong and tall. I can do it. Can you do it? (老师拉着拉力器说)2. Yes, I can .(请两个学生分别做)3. You look as strong as m e. But who is stronger, you or INow, let’splay another game. If you think I’m stronger than her, please come here. If you think she is stronger than me, please go there. Everybody should say stronger , strongerReady, go.4. Who’s stronger, she or I5. Which animal is stronger, the tiger or the elephant? (出示图片)Is a cat stronger than a mouse?I can say a bear is stronger than a squirrel. Who can say like me6. Which animal is stronger, the cock or the ant?How heavy is the cock? It’s about 3kg.教学重量单位的读音Step3. Task time consolidationThe new year is coming. We are older than the last year, we are taller than the last year. We are stronger than the last yearLook , 出示表格:Name Age Height WeightI 27 161cm 54kgMy friend 25 158cm 52kg2From the form above , can you say something about my friend and me is old than , is younger thanis taller than, is shorter than is stronger than 3. Can you say something about you and your best friend?1. Ask your parents and finish the form. Then say something about your parents.Name Age Height WeightFather cm kgMother cm kg is older than is taller thanis stronger than2. Remember these numbers forever. Give your father or mother a surprise on their birthdays创设真实任务活动进行比较, 让学生明确目标 ,带着任务去学习新的知识taller 和than的用法。
最新审定人教版PEP版英语六年级下册第四单元第一课时教学设计(精品)
小学英语六年级下册第四单元Then and now第一课时教学设计Step 1.Warm-up1. Greeting. “Good morning, boys and girls.” ” How are you today?” “Nice to see you again.”2. Make conversations. “Where did you go on your holiday?” “How did you go there ?” “What did you do there?” Practice in pairs.Step 2.Presentation1.Free talk.(Show the pictures)T:This is our new school. Do you like it? Ss: Yes.T:What’s it like now? Can you describe it with “ There is or There are ?( Write “now” “There is…” and “There are …” on the board.)Ss: Yes.Choose someone to describe it.Picture 1. There is a big tall building in our school now.Picture 2. There is a big library. There are so many books in it.Picture 3. There are many new computers in our computer room.Picture 4. There are many new desks and chairs in our classroom.2. Show the pictures of the old school and say “This is our old school. What’s it like then? Can you describe it with “There was…or There were…”(Write “Then.” “There was” and “There were…” on the board.)Choose someone describe it.Picture 1. There was a house in our old school.Picture 2. There were many old desks and chairs in our classroom.Picture 3. There were a few books in our small library.Picture 4. There were old computers in our computer room.3. Show the phrase cards：Now ThenThere is… There was…was是is的过去式There are… There were…were是are的过去式Teach, read and repeat.4. Look and describe the pictures.Show the new pictures. Ss describe them with “Thereis/are… and There was/were…”.Picture 1. There were two houses and many flowers5years ago.Picture 2. There was a TV in the classroom in 1998.Picture 3 to Picture 6. There are many beautiful flowers in our school now.Picture 4. There is a new computer in our classroom now.step 3. Let’s try.Introduce “ Wu Yifan’s grandpa is the guest.”They are in the same school at the different time. “What’s their school like then?” . Listen and tick or cross.Step 4. Let’s talk.1. Listen and watch the cartoon about the talk twice.T: What’s the old school like?2. Show the form. One for each. Play a game in Team boys and Teamgirls.（分男、女两个组，说对一个加一分，看哪个组完成得好。
PEP人教版小学英语六年级下册教案PEP小学英语六年级下册全学期教学反思
教学反思第周长期以来，人们小学英语教师的语言学问力气要求不高，认为小学英语简洁，不需要太好的语言功底，只要有良好的教学技能就可以了。
其实时代在进步，社会在进展，同样英语作为人们最广泛的交际用语之一，更是随着高科技的迅猛进展而日月异地变化着。
假设我们的英语教师故步自封，不求进取，那么不但自己的语言学问很快陈旧落伍，误人子弟，而且会被时代所淘汰。
现代英语的变化，特别是口语方面的变化从以下方面表达出来：1、随着人们生活节奏的不断加快，更由于国际互联网的形成，人们之间的交际变得越来越简捷。
说话简洁快捷，是现代人生活的一大特征。
现代英语在这方面的变化表现为“一字多用”。
2、随着现代科学技术的迅猛进展，现代英语词汇急剧增加，并且我们觉察，现代英语词汇有相当一局部是取得义的旧词，3、口语不断侵入书面语。
学过英语的人都知道，英语有正式、非正式、书面语，口语，方言，俚语之分，然而当今它们之间相互渗透的现象越来越普遍。
教学反思第周本节课是人教版小学六年级读写课，本节课的主要内容是一篇关于足球竞赛的场景,我灵机一动，很快将废纸团成一团，预备上课时就用它充当足球，和学生现场玩一场足球竞赛。
果真不出所料，当我带着纸团走向课堂，与学生说咱这节课玩个玩耍进展一场足球竞赛时，瞬间，学生的乐观性高涨，各个兴致昂扬，拍手叫好。
于是我顺着思路与学生介绍说Let’s have a football match between boys and girls. 引诞生单词match 和between。
同时教授单词。
学生的兴趣很足，读单词的劲头也很大，声音洪亮、表情感动饱满。
接着我做了一个传球动作，把球传给了一个学生，学生争抢着去接球。
我借机让一生接着传球。
于是，引出单词pass 和passes。
一生抢过“球”，就把它扔向“球门”—讲台，我借机说，Oh，it’s a goal ! 于是goal 的问题解决了。
接着，我做了一个踢球的动作，并有意将球踢到一生的头上，球从他的头上弹了开来，那生捡起球又投向了“球门”。