人教新起點版英語六年級下冊全冊教案

頁Unit1VisitingCanada單元Unit1課題Lesson1GetReady課型TravelPlan教學(xué)目標1.學(xué)生能借助圖片，聽懂關(guān)于詢問天氣、衣物準備等對話，并對圖片進行排序；2.學(xué)生能就出行目的地天氣和出行準備進行討論，根據(jù)語境準確詢問天氣，并提出建議；3.學(xué)生能閱讀關(guān)于出行計劃的短文，理解文中將來時態(tài)的表意和語用，并積累相應(yīng)書面表達；4.學(xué)生能準確運用將來時（begoingto…\will）描述出行計劃，并仿寫短文。重點學(xué)生能在出行計劃相關(guān)語境下準確運用將來時難點學(xué)生能準確運用將來時（begoingto…\will）描述出行計劃，并仿寫短文補充詞匯復(fù)現(xiàn)詞匯：twelvemonths,getreadyfor…;clotheswords;Youcan\should\alsoneedto…;pretendtodosth.take…with..隨身攜帶goingawayparty告別會；emailsb=writeanemailtosb.教學(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationTalkabouttheweatherandthefavoriteseasonTalkabouttheclothesindifferentweatherorseasonStep2PresentationTeacherletSslookatthepicturesandtalkaboutwhat’shappeninginthepictures.WhenisBillgoingtoCanada?Why?WhoisBillgoingtomeetinCanada?TeacherletsSsthinkandaskquestionsaboutthepictures.What’sBilldoinginthepictures?Howwillyousolvetheproblemwhenyoudon’tknowhowtogetreadyforyourtrip?HowaboutBill?Listenforthefirsttimeandnumberpictures.Listenforthesecondtimeandfillintheblanks(聽力文本)ListenforthethirdtimeandunderlineatleastthreesentencesforsuggestionsandtrytobetheWordsMasters.Step3PracticePracticeaskingandanswerWhere\Whenis..going?What’stheweatherlike…?WhatshouldBilltakewithhim?MakeSs’dialogueaboutgoingtoParis(windyandsnowy),Hangzhou(rainy)andSydney(clear),…(模仿A1對話，體驗電話交際用語，同時可拓展學(xué)生熟悉的目的地，例如非洲國家、極地等)stayforReadanddrawthemind-map:stayforisgoingtostayatBisgoingtostayatBill’svisitingCANADAfeelalsogoto…feelalsogoto…taketakeReadandtalkaboutthemainideaReadagainthecompletethemind-mapinagroupListenandtrytoretellthewholeparagraphReadforthethirdtimeandwritedownanswerstothequestionsCopythephrasesonthenotebookandtrytomakesentencesStep4ProductionToretellthemainideafollowingthemind-mapTrytoreviewthedialogueStep5ProgressToconcludebysummeryTotalkmoreabouthowtogetreadyforatrip.Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutthepreparationofatrip.Unit1VisitingCanadaLesson1LeavingforCanadaWordBanks:Bill:What’stheweatherlikein…?Ted:..Bill:WhatshouldItake\wear…?Ted:Youneed\can\should…【教學(xué)反思】Unit1VisitingCanada單元Unit1課題Lesson2MeetingTed’s課型KnowingnewFamilyMembers教學(xué)目標學(xué)生能借助圖片，聽懂關(guān)于家庭成員職業(yè)、性格和愛好等信息的對話，并對圖片進行排序；學(xué)生能根據(jù)語境，準確運用句型Whatdoes…do?He\Sheisa(n)What’syourjob?Whatareyou?詢問家庭成員的職業(yè)和愛好；學(xué)生能根據(jù)圖片，獨立閱讀對話文本，理解家庭成員職業(yè)，提取職業(yè)、外表想、性格等信息，并完成閱讀任務(wù)；學(xué)生能根據(jù)提示，仿寫關(guān)于家庭成員的語段,包括職業(yè)、性格、愛好等。重點學(xué)生能借助圖片和語境聽懂、讀懂和家庭成員有關(guān)的文本對話，并提取相應(yīng)信息完成聽讀任務(wù)；同時能準確理解文本在相應(yīng)語境下的準確含義。難點學(xué)生能有邏輯有條理的準確生動地描述家庭成員，內(nèi)容豐富書寫規(guī)范。補充詞匯Inthegarden\livingroom\atwork=onduty時態(tài)：一般現(xiàn)在時教學(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationPlayriddles:A:It’saroomwhereyoucancook.It’saroomyoucanwatchTV.B:He’saboywhoistallandgoodatplayingfootball.She’sagirlwhoisnotverytallbutgoodatplayingdrama.Step2PresentationTedmeetsBillattheairportTeacherletsSsguessthefirstpictureinthedialogueandsharethereasonTeacherletsSsguesswhataretheygoingtohearinthedialogueandsharethereason.ListenandnumberthepictureListenagainandcompletethemind-maponthebbListenforthethirdtimeandtrytobethewordsmasters(underlineandcircleoutIMPORTANTWORDS&PHRASES)Step3PracticeRolereadthedialogue(A)Practicedialogue(B)A:WhatdoesTed’smother\fatherdo?WhatareTina’shobbies?What’sTinalike?Whatdoes…looklike?B:Whatdoesyourmother\fatherdo?What’sshe\helike?Whatareyourmother\father’shobbies?Readandtalkaboutthemainideaofthedialogue(C)Listen,underlineandcompletethemind-map()cousincousinwwifedaughterUncleBob’sFamilydaughterUncleBob’sFamilyBobBobparentsparentsReadagainandwriteanswerstoquestions.Step4ProductionDrawfamilytreeandtalkaboutfamilymembers(payattentiontoappearanceandcharacteristics).Writeaboutyourgrandparentsfollowingtheexample.Step5ProgressSummarizewhatlearnt:houserooms,familymembers(jobs,characteristics,appearance)Trytotalkaboutotherfamouspersonsyouknow.(Kobe)Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourfamily.補充資源：觀看關(guān)于描述家庭的視頻。Unit1VisitingCanadaLesson2MeetingTed’sWordsbanks:Whatdoes\do…do?What’sthejob?【教學(xué)反思】Unit1VisitingCanada單元Unit1課題Lesson3WritingBackfromCanada課型Letterwriting教學(xué)目標1.學(xué)生能根據(jù)圖片聽懂關(guān)于就讀學(xué)校的基本信息，提取并提取數(shù)據(jù)信息；2.學(xué)生能運用Where\Howmanypupils\Whenwereyouborn?等句型談?wù)摼妥x學(xué)校的基本信息；3.學(xué)生能讀懂書信，理解文中過去式的運用，并完成閱讀任務(wù)；4.學(xué)生能根據(jù)提示，書面描寫本人及就讀學(xué)?；拘畔?，要求邏輯連貫、語用準確。重點學(xué)生能聽懂、談?wù)摼妥x信息，并通過書信閱讀復(fù)習(xí)理解過去時的使用。難點學(xué)生能準確書寫本人就讀信息，有邏輯，表達準確補充詞匯日期表達（生日October15th），therebe句型，具體某一天前用介詞on,約數(shù)數(shù)詞about，onthesecondfloor教學(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationLetSsguesswhatwillhappentoBillafterhearrivesinTed?LetSsobservethepicturescarefullyandpreviewwhatareBillandJennyaretalkingabout.Step2PresentationListenandfillintheblanks.Talkmoreaboutnumbers,schoolnamesandbirthdate.Talk:askandanswerquestionsaboutschoolinpairStep3PracticeLetSstrytolistwhathappenedtoBillinCanada.EncourageSstopredicthowdidBillsharehisexperiencewithhisfamilyorfriendsinChina.LetSspredictwhatdidBillmentioninhisletterbacktoChina.LetSsreadandcompletethemind-map:InthemorningDuringthedaytimeIntheeveningLetSsputsentencesinorder.Reviewbyretellingorreadthewholepassageingroup.Step4ProductionTrytobewordsmasterbycirclingandunderlining.welcomev.sayhellotoshowto…V.lettoseearoundwardroben.afurniturewhereyoucanputclothing,shoesinit.HINTS:CIRCLEOUTALLTHEVERBSINPASTTENSELetSswriteaboutyourdayintimeorderwithpasttense.ReadaboutJennyandunderlineguidesentences.Writeaboutyourself,payattentiontospellingandlogic.Step5ProgressTosummarize:talkaboutyourschoolTotalkaboutyourdayandsummarizepasttense.Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourschool.Unit1VisitingCanadaLesson3WritingBackfromCanada介紹學(xué)校：生日，學(xué)校名稱，班額，過去時JennyBill’sLetterWordbanks:bornon:InthemorningSchoolDuringthedaytimeClasssizeIntheeveningHobbies【教學(xué)反思】Unit1VisitingCanada單元Unit1課題Lesson4MyBookonNewFriends課型project教學(xué)目標1.學(xué)生能閱讀并討論并分析他人的基本信息（含birthdate,schoolname,pet,familyinformation,favoriteseason,houseinformation,specialexperience,dreamprofessionetc.）；2.學(xué)生能談?wù)撟约汉退说幕拘畔?，并制作PROFILEBOOK；3.學(xué)生能結(jié)伴或在小組內(nèi)進一步討論PROFILEBOOK的詳細信息，例如Why?How?4.學(xué)生能書寫個人基本信息的語段，應(yīng)含細節(jié)描述。5.學(xué)生能在閱讀、口語活動中理解并區(qū)分運用一般現(xiàn)在時和過去時。重點學(xué)生能讀懂他人的基本信息，并談?wù)摫舜说幕拘畔?，并能制作PROFILEBOOK難點學(xué)生能就PROFILEBOOK展開深度討論，并完成含細節(jié)描述的語段書寫。補充詞匯無教學(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationLetSsdiscusswhodidBillgettoknowinCanada?Whatdidheknowabouthisnewfriends?(Makealist)Presentthetasktoday:TomakeaProfileBookforyournewfriendoryourself.Step2PresentationToreadtheProfileBookbyLarryandmakealistoftheinformationbygivingatitletoeachpartofthebookBirthdate(spellingrules)Schoolname(Spellingrules)PetinformationFamilyinformation(moredetailslikeappearanceandcharacteristics)Favoriteseason(reasonforthat)Houseinformation(sentencepattern)Specialexperience(pasttense)Dreamprofession(sentencepattern)TalkaboutLarryinpair.EncourageSstoputforwardmorequestionsaboutmoredetails.ect.WhydoesLarrylikeseason?HowmanypupilsarethereinLarry’sclass?…LetSstomakehis\herownProfileBookWriteanswerstoquestionsonthebookinawholesentenceTotalkbyaskingandansweringinpairandchecktheanswerTomakeone’sownProfileBookStep3PracticeToreadProfileBookinpairinacarefulandcriticalwayToputforwardthreemorequestionsforthebookinpairToaddmoredetailstoone’sProfileBookStep4ProductionTowriteintoapassageTotalkaboutdetailsStep5ProgressTosummarize:HowtomakeaProfileBookTolearntoadddetailsasmanyaspossibleHomework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourselforsomeoneyoulike.Unit1VisitingCanadaLesson4WordbanksProfileBookWhenwereyouborn?【教學(xué)反思】Unit1VisitingCanada單元Unit1課題Lesson5OneWolf&ThreeKids課型Story+同步學(xué)練冊教學(xué)目標1.學(xué)生能根據(jù)圖片推測并讀懂故事大意；2.學(xué)生能在閱讀圈內(nèi)完成閱讀任務(wù)，并在組內(nèi)分享交流；3.學(xué)生能模仿故事人物語音語調(diào)，并嘗試小組表演；4.學(xué)生能熟練跟讀，體會并分析故事主人公情緒和行為。重點學(xué)生能根據(jù)圖片和提示，獨立讀懂故事，并嘗試表演故事難點學(xué)生能通過閱讀圈活動深度分析理解文本及故事人物，嘗試改變故事補充詞匯無教學(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationDiscussthestoryaboutwolf.Trytoretelloneofthestoriesonebyone.Step2PresentationLetSsreadthefirstpartofthestoryandtalkaboutwhattheyknowaboutthestoryKnow:Who:Wenwen,Taotao,BaobaoMother,anOldwolfWhere:avillageWhen:MotherwenttovisitthegrandmotherWhat:Wanttoknow:Didthewolfgetintothehouseandhow?Didtheoldwolfeatthethreechildren?LetSsputpicturesNo2-6inorderandtalkaboutthereasoninagroup.LetSsreadthestoryandtrytochecktheirorderingToreadthestoryinmoredetailsandcompletetaskindividuallyinagroup:Passageperson:liststoryplotwithhelpoffish-bonemapDiscussionleader:raisethreequestionsandleadtodiscussinagroupWordmaster:listimportantornewwordsorphrasesandtalkaboutmeaningandusageinthestoryCharacteranalyzer:commentoncharactersinthestoryDiscussinthegroupDiscussinthewholeclassFinishreadingtask:answerthequestions.Step3PracticeWatchthevideoandtrytoberoleinthestoryListenandrepeatTrytoactoutinagroupStep4ProductionRetellthestoryonebyoneinagroupDiscusshowcanyoudefeatthewolfIfthewolfcameagain…Step5ProgressTosummarizethestoryplotToanalyzecharactersinthestoryandselectthefavoriteoneHomework:Readthestoryaloudfluentlyandnicely;Retellthestory;Copythewordsandphrases.Unit1VisitingCanadaLesson5StoryWordbankstastychildrengetdressedin…knockonthedoorblowoutthecandlefurrypullandpulllockthedoor【教學(xué)反思】Unit2AllAroundMe單元Unit2課時Lesson1課型Listening教學(xué)目標Studentscanreviewbasicvocabularyandsentencesaboutcommunities,parks,neighbourhoodandcities.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanbuildcriticalthinkingskillsandhavetheirownopinions.教學(xué)重點Studentscanreviewbasicvocabularyandsentencesaboutcommunities,parks,neighbourhoodandcities.教學(xué)難點Studentscanbuildcriticalthinkingskillsandhavetheirownopinions.教學(xué)準備pictures,CD,text,paper教學(xué)過程施教者調(diào)整Step1PreparationWarmupGuesswhatplaceitis:Therearemanykindsofbooksinthisplace.Youcanreadbooksthere.Whatplaceisit?Youcanmaillettersinthisplace.Whatplaceisit?Inthisplace,youcanflyakiteandrowaboat.Whatplaceisit?BrainstormWhatcanyoudoinarestaurant/park/gallery/coffeeshop/postoffice/library?Step2Presentation1.Askstudentstoobservethepictureandpredict.Look!WhatplacesdoyouseeinpartA?TedisshowingBillaroundthecity.Whatplacesdoyouthinktheyaregoingtovisit?WhatdoyouthinkTedwillsaytoBill?Justhaveaguess.2.Nowlistentothetapetoseeifyourguesswasright.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandtrytoorderthepicture.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3PracticeDividestudentsintotwogroups.GroupAlookatMap1,GroupBlookatMap2.Askstudentstoobservethemapandpreparefortheactivity.Makeanexampleofthedialogueintwoorthreegroups.S1:Istherealibraryinyourmap?S2:Yes,thereis.S1:HowcanIgetthere?S2:Gostraightandturnleftatthefirstcrossroads,thelibraryisonyourright...3.Fillintheblankswithaskingquestionsingroupoftwo.4.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.Askstudentstoobservethepictureandpredict.2.Readthemapcarefullytoknowthetask.1)Let’sreadthethefirsttimeandunderlinethekeypoints.2)Let’sreaditthesecondtimeandfillinthechart.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.Step5ProgressBeforeWriting-BrainstormLet’sthinkaboutyourneighbourhoodanddrawamapofit.DuringWritingNowyouhavetenminutestowriteaboutyourneighbourhoodandactivitiesyoucandoandremembertowriterealfeelingsaboutit.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.評價內(nèi)容GreatBetterGood書寫規(guī)范句意連貫內(nèi)容豐富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板書設(shè)計】Unit2Lesson1CommunitiesNeighbourhoodCitiesWordbank【教學(xué)反思】Ifwecanencouragemorestudentstogooutsideandfeeltherealweather,itwillbebetter.Teachercanencouragemorestudentstoshowtheirdialogues.Unit2AllAroundMe單元Unit2課時Lesson2課型Reading教學(xué)目標1.Studentscanreviewbasicvocabularyandsentencesaboutschoolandschoolsubjects.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanimitateandwriteabouttheirownschool.教學(xué)重點Studentscanreviewbasicvocabularyandsentencesaboutschoolandschoolsubjects.教學(xué)難點Studentscanimitateandwriteabouttheirownschool.教學(xué)準備pictures,CD,text,paper教學(xué)過程施教者調(diào)整Step1Preparation1.WarmupShowthepicturesofschoolandschoolsubjects.Letstudentsreadit.2.Findtheoddoneout.Showagroupofwordsandletstudentsfindtheaddone.Hospital,park,bookshop,spring,supermarket.Brainstorm.Askstudentstosaywordsaboutschoolandschoolsubjectsasmuchaspossible.Lookatthesefourpictures.Whatspecialdaysarethey?Whatdoweusuallydoonthesedays?Laterwewilllistenandnumberthepictures.Step2Presentation1.Askstudentstoobservethepictureandpredict:Look!WhereareTedandBill?Whatdoyouthinktheyaredoing?What’sthisbigbuildinginthemiddleofthepicture?Therearesomeroomsmissingfromthepictureofthebuilding.Whatroomsaremissing?Lookatthesmallpicturesandidentifythem.Whereinthebuildingdoyouthinkweshouldstickthesmallpicturesto?2.Payattentiontothepictures.Listenandmatch.3.Listentotheaudiothefirsttime.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.4.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandtrytonumberthepictures.5.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3Practice1.AskstudentstoreadthequestionsinpartB.2.Askstudentstodiscussthequestions.S1:WhereareBillandTed?S2:TheyareintheWillowPrimarySchool.S1:Whataretheydoing?S2:TedisshowingBillaroundtheschool.2.Grouptalk:letusdiscussourschoolwiththequestionsingroupoftwo.3.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.FreetalkWhat’syourfavoritesubject?Why?WhatsubjectsdoyouhaveonMonday?Whendoyouhaveartclass?2.PicturewalkNowlookatthepictures.WhatdoesBilldooneachschoolday?3.Reading1)Let’sreadthethefirsttimeandunderlinethekeypoints.2)Let’sreaditthesecondtimeandtickinthechart.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.4)RetellBill’sschoolsubjectaccordingtothechart.Step5Progress1.BeforeWriting-BrainstormThinkaboutthefollowingquestionsanddrawasimplemindmap:Whatisthenameofyourschool?Whatroomsdoyouhaveinyourschool?Whereisyourclassroominyourschool?Whatclassesdoyouhave?Whatisyourfavoriteclass?Why?2.DuringWritingNowyouhavetenminutestowriteaboutyourschoolandschoolsubjectsyouhaveandremembertowriterealfeelingsaboutit.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.評價內(nèi)容GreatBetterGood書寫規(guī)范句意連貫內(nèi)容豐富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板書設(shè)計】Unit2Lesson2Wordbankschoolsubjectsclassroomschool【教學(xué)反思】1.Wecanencouragemorestudentstocometothefronttoshowtheircompositions.2.Teachershouldencouragemorestudentstomaketheirdialogues.Unit2AllAroundMe單元Unit2課時Lesson3課型Reading教學(xué)目標1.Studentscanreviewbasicvocabularyandsentencesaboutfriends,classmatesandteachers.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanintroducetheirfavoriteteacherandclassmates.教學(xué)重點Studentscanreviewbasicvocabularyandsentencesaboutfriends,classmatesandteachers.教學(xué)難點Studentscanlearnaboutdifferentcreaturesintheworldandloveanimals.教學(xué)準備pictures,CD,text,paper教學(xué)過程施教者調(diào)整Step1Preparation1.WarmupSortthewordsingroups.(appearanceandcharacters)Brainstorm:saywordsaboutappearanceandcharactersasmuchaspossible.2.Lead-in3.Askstudentstoobservethepicture.Billistalkingtohismotheronthephoneafterhisfirstdayathisnewschool.Look!Whoarethesepeoplethreepeopleontheright?WhatisBilldoing?WhatmightBillbetalkingabouttohismotheronthephone?Trytoguess.Step2Presentation1.Listentotheaudiothefirsttime.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.2.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandfillintheblanks.3.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3Practice1.1.AskstudentstoreadthequestionsinpartB.2.Askstudentstodiscussthequestions.S1:WhatdoesMissJacksonlooklike?S2:Sheisyoungandpretty.Shehascurlyblackhair.Shewearsglasses.S1:WhatdoesTonylooklike?S2:Heisshortbuthandsome.Heisapopularboyandhe’sveryhelpfultoo.2.Grouptalk:letusdiscusspeoplearoundyouingroupoftwo.3.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.FreetalkWhoisyourbestfriend?Whatdoeshe/shelooklike?Whydoyoulikehim/her?2.PicturewalkNowlookatthepictures.Whoarethey?Whatdoeshe/shelooklike?3.Reading1)Let’sreadthethefirsttimeandunderlinewhatyoulearnaboutthesepeople.2)Let’sreaditthesecondtimeandtrytoretell.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.Step5Progress1.BeforeWriting-BrainstormLet’sthinkaboutyourfavoriteteacherorclassmate.Tellyourpartnertheappearanceandthereasonwhyyoulikehim/her.2.DuringWritingNowyouhavetenminutestowriteaboutyourfavoriteteacherorclassmateandtheappearanceandthereasonwhyyoulikehim/her.Writethiscompositionwithyourtruefeeling.3.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.評價內(nèi)容GreatBetterGood書寫規(guī)范句意連貫內(nèi)容豐富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板書設(shè)計】Unit2Lesson3WordbankMyFavouriteTeachernamecharacterMyFavouriteTeacherappearance【教學(xué)反思】1.Wecanencouragemorestudentstocometothefronttoshowtheircompositions.2.Teachershouldencouragemorestudentstomaketheirdialogues.Unit2AllAroundMe單元Unit2課時ProjectTime課型Project教學(xué)目標1.Studentscanhaveageneralreviewofbasicvocabularyandsentencesaboutanimalsthroughtheproject.2.Studentscanpracticereadingandspeakingskillsthroughtheactivitiesandhavedialoguewithpartnersaboutthetopics.3.Studentscanlearntocooperatewithteammatesinlearningtheproject.教學(xué)重點Studentscanhaveageneralreviewofbasicvocabularyandsentencesboutlocationthroughtheproject.教學(xué)難點Studentscanlearntocooperatewithteammatesinlearningtheproject.教學(xué)準備pictures,CD,text,paper,cards,colorpens,scissors教學(xué)過程施教者調(diào)整Step1PreparationWarmupLet’shaveabrainstormaboutyourbedroom.Drawapictureofyourbedroom.Whatfurnitureareinyourbedroom?Whereisthechair/desk/bed/wardrobe?Step2Presentation1.AskstudentstoobservethemapofTed’sbedroom.Gettheanswerofthefollowingquestions:Whatcanyouseeinthepicture?Whereisthechair?It’sinfrontofthe...2.Askandansweringroupoftwo.S1:WhereisTed’sdesk?S2:It’sunderthewindow.S1:WhereisTed’sbed?S2:It’snexttothewindow.2.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.3.Dividetheclassintotwogroups.Askstudentstoclosethebookandanswerthequestions.Thegroupwithhigherscoresisthewinner.Step3Practice1.LookatBinbin’sbedroom.2.DiscussBinbin’sbedroomingroups.Whatroomisit?Whoselivingroomisit?Whatcanyouseeintheroom?Whereisthesofa?3.Chooseoneofthefollowingroomstodescribe.Whatcanyouseeintheroom?Whereisthe...?4.Drawamapofyourroomandthinkabouthowtointroduceit.NowIwanttochoosesomeofyoutocometothefrontandshowusthedialogue.Teacherandstudentswillgivecomments.Step4Production1.Let’sshare.Letstudentssharetheirprojectandgivecomments.2.Discusstheprojectandgivesomesuggestions.3.Improvetheirprojectwiththesuggestions.Step5ProgressLet’sShareTeachermakesamodelbeforetheactivity.Look!Ichoosemylivingroomtodescribe.Thisismylivingroom.Therearesomefurnitureinmylivingroom...Studentscanwalkaroundtheclassroomandfindpartnerstodothisactivity.Doasmanyroundsaspossible.Teacherprovidenecessaryhelptostudents.Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板書設(shè)計】Unit2AllAroundMeDrawapictureofyourbedroom/anotherroomathome.【教學(xué)反思】1.Wecanprovidemorehelpinthesharingactivities.2.Ifwecanleavehomeworkforstudentstothinkaboutthequestionsbeforeclass,itwillbebetter.Unit2AllAroundMe單元Unit2課時StoryTime課型Story+同步學(xué)練冊教學(xué)目標1.Studentscanunderstandthemeaningofthestoryandhaveareviewofkeyvocabularyandsentences.2.Studentscanpracticereadingskillsandfinishthetasks.3.Studentscancreatcriticalthinkingskillsandthinkindependentlybylearningthestory.教學(xué)重點Studentscanunderstandthemeaningofthestoryandhaveareviewofkeyvocabularyandsentenses.教學(xué)難點Studentscancreatcriticalthinkingskillsandthinkindependentlybylearningthestory.教學(xué)準備pictures,CD,text,paper教學(xué)過程施教者調(diào)整Step1PreparationWarmupAskstudentswhichcountrytheyhavebeentoortheywanttogo.Teacherwritethecountryandthepeopleinthecountryontheblackboard.Ifthesewordsarenotmentioned,(Australian,Egyptian,Japanese),teachersays“Iwanttogotothesecountries.Step2PresentationShowthepictureofturnip.T:Lookatthepicture.Wow,whatabigturnip!It’seventallerthanthefarmer!Whatdoyouthinkthefarmerwantstodowiththeturnip?Letstudentspredictthestory.T:Now,pleasereadthestoryandseewhathappened.4.Task1-Getthemainidea.Nowlet’sreadthetextandgetthemainideaofitandcirclethepeopleinthestory.Whatdidthefarmerwanttodo?Whocametohelpthefarmer?2.Task2-Answerthequestions.Nowlet’sraditthesecondtimeandputthesentencesinorderinPartB.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.3.Task3-DiscussionNowlet’sdiscusswhydidtheturnipcomeupatlast?Whatdoyoulearnfromthestory?Step3Practice1.Readthestory.NowtrytoreadthestorybyyourselfthenIwillplaythevideoandlet’sdoshadowreading.2.Chooseaparagraphtoreadinfrontoftheclass.Step4ProductionRetellthestoryLet’strytoretellthestorybyusingthefish-bonemindmap.Youcanfinishitingroupsofthreeandeachstudentscanretell3pictures.Teacherwillprovideenoughhelptostudentswhohavedifficulties.2.Encouragestudentstocometothefronttoretellthestory.Step5Progress1.ActitoutStudentscanpracticeactingthisstoryoutingroups.Teacherandstudentswillgivecommentsontheirplay.2.Continuewritingthestory.Homework1.Copythekeywordsfor3times.2.Readthestoryandtrytoretellit.3.Reviewtheunit.【板書設(shè)計】Unit2StoryTimeWordbankChinesefarmerJapaneseAustralianEgyptianChinesefarmerJapaneseAustralianEgyptianTheturnipTheturnip【教學(xué)反思】Ifwecanencouragemorestudentstoactthisstoryout,itwillbebetter.Therearealotofactivitiessotimemanagementshouldbestrengthened.Unit3DailyLife單元Unit3課題Lesson1課型Revision教學(xué)目標通過聽、說、讀、寫等形式的語言互動，幫助學(xué)生復(fù)習(xí)前幾冊有關(guān)MyDay,AfterSchoolActivities,Weekends和FreeTime等話題的重點詞匯和功能句，培養(yǎng)學(xué)生綜合運用語言知識進行交流的能力。引導(dǎo)學(xué)生就所聽或所讀的有關(guān)上述話題的信息與他人展開對話交流。引導(dǎo)學(xué)生仿照閱讀材料，用頻率副詞陳述自己通常的周末活動。重點通過聽、說、讀、寫等形式的語言互動，幫助學(xué)生復(fù)習(xí)前幾冊有關(guān)MyDay,AfterSchoolActivities,Weekends和FreeTime等話題的重點詞匯和功能句。難點學(xué)生能使用頻率副詞并且有條理地談?wù)撟约旱闹苣┗顒印＝虒W(xué)準備課件、配套音頻等教學(xué)過程施教者調(diào)整Step1PreparationGreeting:Free-talkinpairsHowdoyoukeephealthy?ShareideasingroupsSortthemintodifferentgroupsLet’shavealookatBill’sschool-daylife（介紹Bill去加拿大游學(xué)）Step2PresentationPre-listeningTalkaboutthesepicturesinPartAinpairsWhatdotheydoat7.00?Whendotheyhavebreakfast?...While-listeningListenandwritedownthetimesandactivitiesListenagainandcheckanswersPost-listeningShareanswersinpairsCheckthemtogetherTalkaboutBill’slifeinCanadaIntroduce“Jetlag”Talkabout“MyDailylife”inpairsDescribethedifferencesbetweenBill’sschool-daylifeandyoursStep3Practice(Let’sseeBill’sweekendlife)Pre-readingTalkaboutthesepicturesinPartCWhatdotheydo?Whenandhowoftendotheydothat?While-readingReadandmatchPost-readingSharetheanswersinpairsCheckthemtogetherRetellBill’sweekendlifeLearnmoreaboutweekendlifeofkids