六年級上冊英語教案unit 1 lesson 1（1）_人教（精通）

Unit 1 I go to school at 8：00語文課本中的文章都是精選的比較優(yōu)秀的文章,還有不少名家名篇。如果有選擇循序漸進地讓學生背誦一些優(yōu)秀篇目、精彩段落,對提高學生的水平會大有裨益。現(xiàn)在,不少語文教師在分析課文時,把文章解體的支離破碎,總在文章的技巧方面下功夫。結(jié)果教師費勁,學生頭疼。分析完之后,學生收效甚微,沒過幾天便忘的一干二凈。造成這種事倍功半的尷尬局面的關鍵就是對文章讀的不熟。常言道“書讀百遍,其義自見”,如果有目的、有計劃地引導學生反復閱讀課文,或細讀、默讀、跳讀,或聽讀、范讀、輪讀、分角色朗讀,學生便可以在讀中自然領悟文章的思想內(nèi)容和寫作技巧,可以在讀中自然加強語感,增強語言的感受力。久而久之,這種思想內(nèi)容、寫作技巧和語感就會自然滲透到學生的語言意識之中,就會在寫作中自覺不自覺地加以運用、創(chuàng)造和發(fā)展。 Lesson 1 教案 與當今“教師”一稱最接近的“老師”概念，最早也要追溯至宋元時期。金代元好問示侄孫伯安詩云：“伯安入小學，穎悟非凡貌，屬句有夙性，說字驚老師?！庇谑强?，宋元時期小學教師被稱為“老師”有案可稽。清代稱主考官也為“老師”，而一般學堂里的先生則稱為“教師”或“教習”?？梢?，“教師”一說是比較晚的事了。如今體會，“教師”的含義比之“老師”一說，具有資歷和學識程度上較低一些的差別。辛亥革命后，教師與其他官員一樣依法令任命，故又稱“教師”為“教員”。 1教學目標 “師”之概念，大體是從先秦時期的“師長、師傅、先生”而來。其中“師傅”更早則意指春秋時國君的老師。說文解字中有注曰：“師教人以道者之稱也”。“師”之含義，現(xiàn)在泛指從事教育工作或是傳授知識技術也或是某方面有特長值得學習者?！袄蠋煛钡脑獠⒎怯伞袄稀倍稳荨皫煛?。“老”在舊語義中也是一種尊稱，隱喻年長且學識淵博者?！袄稀薄皫煛边B用最初見于史記，有“荀卿最為老師”之說法。慢慢“老師”之說也不再有年齡的限制，老少皆可適用。只是司馬遷筆下的“老師”當然不是今日意義上的“教師”，其只是“老”和“師”的復合構詞，所表達的含義多指對知識淵博者的一種尊稱，雖能從其身上學以“道”，但其不一定是知識的傳播者。今天看來，“教師”的必要條件不光是擁有知識，更重于傳播知識。 知識 與技能 Master the four skill words and the new drills. 過程 與方法 Listening , speaking , talking and cooperation. 情感、態(tài)度、價值觀 培養(yǎng)學生在日常生活中養(yǎng)成良好的學習、生活和勞動習慣。習慣養(yǎng)成目標 培養(yǎng)學生養(yǎng)成良好的學習和生活習慣。2學情分析 學生已有一般現(xiàn)在時態(tài)學習的基礎,重點在于能交流自如。3重點難點 教學 重點 I go to school at 8:00. 教學 難點 運用一般現(xiàn)在時態(tài)介紹自己的日常生活。來源:學#科#網(wǎng)Z#X#X#K4教學過程 活動1【講授】溫故知新，明確任務 1. Greetings 來源:ZXXK2. Show the knowledge tree of Unit1 3. Play a guessing game 4. The teacher says “ Its a clock.” Its very important to us. And ask some questions: What do you usually do at seven in the morning? When do you go to school? How many classes do you have today? What are they? What subject do you like? What do you do after school/ in the evening?來源:學*科*網(wǎng)Z*X*X*K活動2【活動】導學操練，合作探究 1)T: Show Lucys photo to the students. This is Li Yans new friend. They get to know each other by email. Give some questions: T: Where is it from? Ss: Its from Lucy. T: Yes, you can see the email address. Do you have an email address? Do you often write emails to your friends? 2) Guess where Lucy comes from? Show some national flags of the countries. 3) Show the email to the students. T:What is the email about? Ss: Read it and try to find out the answer. 4) After reading, the teacher can guide the students to understand questions; Q1: When does Lucy get up? Q2:Does she have breakfast at eight? Q3: When does school begin? Q4; How many subjects does Lucy have? What are they? Q5:Is school over at four oclock in the afternoon?來源:Q6: What does she do after dinner? Q7: Does she go to bed late? 5) Encourage the students read more and more and answer the questions. 6) Watch the video活動3【練習】變式練習，拓展提高 1) Listen and read after the tape. 2) Let the students understand the main points on the Bb. 3) Retell Lucys daily life in pairs.活動4【測試】歸納總結(jié)，達標測試 1).Assess the abilities of students during learning English. 2) Ask each one to make a timetable of a day, then talk about it. 3) Do exercises 1.What do you_ (do) on Saturdays? 2. I _(get) up at 6:30 am. 3. School _ (begin) at 8:00 am in our school. 4. Can you tell _ (I) by email? 5. I _ (have) lunch at 12: