新湘少版六年级上册英语教案1.doc

湘少版六年级上册教案
五一 黄庆
一、教材分析：
　　我们所使用的湘少版六年级上册的教材是根据《英语课程标准》要求进行编写，以“话题---功能---结构---任务”相结合的原则，力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体；本教材提倡“任务型”的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
　　本教材共由14个单元和两个评价单元组成，其中第一~第十二单元为新授单元，13和14单元是补充单元。新授单元主要由A、B、C、D、E、F六个板块构成，以下主要分析新授单元各板块。
　　二、学生分析：
　　六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。
　　三、教学内容及相应的教学措施：
　　A. Let'slistenandsay 情景对话或配图短文阅读教学。
　　本板块除了仍然有对话材料外，大部分是篇幅较长的故事。涉及的话题有文明礼貌、生活习惯、节假日、计划等。主要出现的语法有现在进行时（Unit1Thechildrenareplayinginthepark.）、第三人称单数作主语的一般现在时（Unit2Katiealwaysgetsupearly.）、一般将来（Unit10AreyougoingtovisitAnne?\Unit9WhatisDongdonggoingtodo?AndUnit11Whenarewegoingtoswim?）、一般过去时（Unit4It’stheMid-AutumnFestival.）；情态动词、副词（Unit5Thechildrenareplayingnoisily.）、形容词及其比较级（Unit7Thesehornsaretoobig.Unit8Mysingingislouderthanyours.）、祈使句（Unit3Let’sgototheUnderwaterWorld.）和特殊疑问（Unit6Howtallareyou?）等等。
　　通过该板块的教学，着重训练学生的阅读能力、朗读能力和会话能力。在教学中，我将采用“先听说、后读写，先整体、后局部”的方法，尽量创设信息沟，借助图片、关键词等，让学生进行看图说话、故事接龙、简述故事等，或编成小短剧，引导和鼓励学生积极、主动地参加语言实践活动。
　　阅读教学，对于小学生来讲有一定的难度，我们可以从以下几个方面进行训练：教会学生使用英汉词典；激发阅读的兴趣；培养快速阅读能力；学会浏览；扩大阅读视野，学会跳跃式阅读；培养朗读的能力；在快速阅读的基础上培养学生的精读的能力；自由表达，仿照课文用英文编个故事或对话或用自己的话复述课文。
　　B. Let'slearn 词汇教学。
　　主要按话题归类和图词结合的方式呈现新的词语，有名词、动词、短语或他们的混合形式及过去式。在这些词语中，有的在前面已经出现过，但有的是第一次出现；有的只要求“三会”。全书共有151个新单词，其中“四会”的有21个，非“四会”的有130个。
　　在教学中，我将尽可能用学生已知的情景引出新的词语,并与句型教学有机地结合起来，做到词不离句，使学生能在情景中学习和运用词汇；除此以外，在教授难以区分的新单词时，要多利用新鲜的游戏来进行教学，比如教always\often\usually时，我让全班同学用手势来学习，当我说always时，学生就将双手十指高高举起，当我说usually时，就将双手分别将大拇指往内扣的样子，当我说often时，就将双手分别做成6+1的样子；反过来，可以我做动作，学生说词语。这样，将手势与词义结合进行练习，新颖、好玩、有趣。游戏对任何年级的小学生来说都是很受欢迎的。只要我们不盲目提高要求，承认学生认知水平的差异性，很多学生都能接受并掌握这一部分的内容。
　　C. Aboutthestory 阅读与写作教学
　　本板块为语篇的听力理解和阅读理解训练，着重培养学生理解和书面表达的能力。大部分是根据短文回答相关问题，还有根据短文意思判断正误、选词填空、连线等。
　　在教学中，我尽可能利用一个课时完成它与主课文。它们是一个整体。因为有些难度，可以先布置学生回家预习，指导读懂所提供的问题和要求。在学完课文后，并采用两个练习或小组练习等合作学习方式进行讨论或问答，再让学生进行笔头练习；或在学习课文的同时，将每个问题带到每段文章中去思考，现口头练习，全文学完后，在集中完成笔头练习，在以小组的方式，采用问答来完成故事的复述等。
　　D. Let'spractise 句型训练教学。
　　以训练口头表达为主。本板块辅以大量的图片，旨在通过比较真实的语言情境滚动的方法，操练本单元和已学过的内容。
　　在教学中，我将尽量减少机械操练，尽可能地创设较真实的情景，以小组活动为主，鼓励学生积极参与，对于不同层次的学生都要给予表现的机会并肯定他们的进步；发现问题，要巧妙地及时纠正，并进行简单的语法现象的归纳和总结。
　　E. Let'slook/readandwrite 读写训练。
　　本板块是对该单元的主要语法的又一拓展练习，通过图片和例句的帮助，让学生学会使用句型和书写句子，达到能根据要求为图片、事物等写出简短的标题或描述，从而提高他们写英语的能力。
　　我会鼓励学生课前预习，让他们理解训练的重点，使用学习工具书查阅不会书写的单词，变课堂中的被动接受或完全抄袭为主动学习。
　　F. Let'shavefun、Let'sfindout 趣味性的综合练习。
　　通过游戏、歌曲（４首）、小韵文（１篇）、调查、做手工等活动巩固所学内容，培养学生的听、说、读、写能力和注意、观察、记忆、思维、想象、动手等能力。
　　我将把这块的内容设计为英语活动课，要以语言的运用为出发点和落脚点，鼓励学生积极参与这些活动，让他们通过模仿、体验、实践和合作等方式发展能力和智力，开开心心地学以致用。
　　另外两个评价单元，通过形式多样、生动活泼的练习，有计划、有重点地综合复习所学词语、句型和日常交际用语。在教学时，我将根据具体情况将这些板块重新组合，也可适当增加内容，使学生更好地复习所学内容，完成学习任务。
四、教学进度安排：
2-3课时/单元

Unit 1 What did you do during the holidays?
Period 1
一、Teaching aims
1. Enable the Ss listen, read, say and write the new words: learn words and sentences, play games, learn writing and practice listening.
2. Enable the Ss be familiar with the past tense.
3. Sentence: What did ...do during the summer holidays?
二、 Teaching emphasis: Enable the Ss listen, read, say and write the new words and talk about the past events.
三、Teaching difficulties: Enable the Ss be familiar with the past tense.
四、 Teaching tools: Tape, pictures
五、 Teaching method Oral method
六、 Teaching steps:
Step 1 Warming up
1. Greetings and games. Simon says: word list-play, learn, write, talk, listen, do, have, go, take, read, speak, teach and holidays.
2. Make a conversation with the Ss. T: Glad to see you again. Ss: Glad to see you too. T: What did you do during the summer holidays? Ss: I went to Hainan…
Step 2 Presentation and drill
1. Show the picture of “learn words and sentences”. T: This is a picture of Mingming during the summer holidays. What did he do? Ss: He is learning words and sentences.

T: He is not doing it now. He learnt words and sentences during the summer holidays.
2. Learn the other words in the same way.
3. Read together.
4. Little teacher.
Step 3 Practice
T: He learnt words and sentences. They played games. She learnt writing. He practised listening. (Action) learn words and sentences, play games, learn writing and practice listening…
3. The Ss act and say.
4. Listen to the tape of Part A and then answer these questions. What did Anne do during the summer holidays? What did Mingming do during the summer holidays? 3. Listen and repeat.
5. Act it out.
Step 4 Consolidation 1. Evaluation. 2. Do Ex. 3.
Homework. Copy the new words. Design of the blackboard:

Period 2
一、 Teaching aims:
1. Enable the Ss listen, read and say the dialogue;
2. Enable the Ss master the sentence pattern: What did you do during the holidays?
3. Enable the Ss master read the short passages and judge True or False.
二、 Teaching emphasis: Enable the Ss listen, read and say the dialogue;
三、 Teaching difficulties: Enable the Ss master the sentence pattern: What did you do during the holidays?
四、 Teaching tools: Tape, pictures
五、 Teaching method Oral method
六、 Teaching steps:
Step 1 Warming up
1. Greetings.
2. Act and say. 1). (Action) learn words and sentences, play games, learn writing and practice listening… 2). Tom: I played games. Ss: Tom played games. …
Step 2 Presentation and drill 1. Listen to the tape and learn the Word Bank. What did you do during the holidays? I read many books. I visited my grandparents. I played games with my friends.
Step 3 Practice
1. Listen to the tape and repeat.

2. Pair-work.
3. Group-work .
Step 4 Let’s Read
1. Read the short passage and then judge True or Flase.
2. Read the passage again and underline the key sentences.
3. Check the answers.
Step 5 Consolidation
1. Evaluation.
2. Do Ex
3. Homework. Design of the blackboard:
4. Period 3
一、Teaching aims:
1. Enable the Ss talk about their holidays.
2. Enable the Ss and write down their holidays.
二、Teaching emphasis: Enable the Ss describe their holidays.
三、Teaching difficulties: Enable the Ss to talk about and write down their holidays
四、Teaching tools: Tape
五、Teaching method Oral method
六、Teaching steps:
Step 1 Warming up
1. Greetings.
2. Read Part A together.
3. Step 2 Presentation and drill

1. Ask students to talk about their summer holidays and then let them finish Part E: write down your answers
2. Check the answer.
3. Ask two Ss to talk about their answers.
Step 3 Let’s Have Fun
1. Class work. Look at the pictures, describe Mingming’s and Anne’s holidays.
2. Class work. describe your holidays.
Step 4 Consolidation
1. Do Ex. Workbook Unit 1.
2. Evaluation
3. Homework. Revise Unit 1. Design of the blackboard:

2、Katie always gets up early.　　

Period 1
Teaching aims.
1．The aims of knowledge:
Learn these new words: wake up; make the bed; wave; late　　
always; usually; often; never.
2． The aims of skills: 　　
a. Ss can understand the four –skill words: wake up; make the bed; wave; late　　
b. Ss can understand the words: always; usually; often; never.　　
c. Ss can describe the other’s actions.
3．Emotion, attitudes and value　　
To form the health living habit
Main points and difficult point:　　
The students master the words: wake up; make the bed; wave; late; always; usually; often; never.
Teaching method and Learning way: 　　
TPR; Task-based method; Discussing 　　
Teaching aids : 　　
Cards, tape ,record, pictures
Teaching Process:
Step 1 Warming up
a. Greetings.
b. sing a song: 　　London　 　Bridge　　 is falling down
c. Free talk. Talking about my day.　　
Step 2 Review　　
a. Game—Guess ,guess, guess　　
Use the cards to go over the words 　　
b. Retell the story—Unit 1
Step 3 Presentation 　　
a. Learn the words and expressions: 　　
wake up; make the bed; wave; late　　
At first show the learned word: cake .Let the students read the word, then write the words carefully.　　
c a k e　　
w a k e wake up　　
m a k e make the bed.　　
w a v e　　
l a t e　　
From above to find out the rules of pronunciation and memory words.　　
Wake up. 　　
e.g. a. What time do you usually wake up?　　
b. I usually wake up at 6.　　
make the bed　　
e.g. a. Do she make the bed in the morning?　　
b. The first thing he does after getting up is to make the bed.　　
wave a greeting挥手致意　　
wave good-bye to sb. 挥手告别　　
late.　　
e.g. I’m late 　　
late autumn暮秋, 深秋　　
get up late睡懒觉　　
b. Let the students understand frequency Adverbs(频率副词):always often usually never always　　
Read these words several times and try to remember them. At the same time, explain the meanings of different adverbs of frequency.　　
100%   always　　
I always stay at home in the evenings. 　　
90%     usually　　
I usually wake up early. 　　
80%     often　　
He often goes to school on foot.　　
0% never　　
He never goes to school late.　　
Step 3. Practice　　
Practice the words.　　
a. Game 1. Loud and low voice.　　
b. Game 2. Quick response　　
The teacher brings out some pictures and word cards, the students speak out the words quickly.　　
c. Game 3. Guessing game　　
Writing on blackboard:　　
2、Katie always gets up early.　　

c a k e　　
w a k e wake up　　
m a k e make the bed.　　
w a v e　　
l a t e　　

Period  2　　
Teaching aims:　　
A. Knowledge and skills　　
a. Learn Part A Let’s listen and say. Katie’s Day.　　
b. Grasp the usage of adverbs of frequency.　　
B. Processes and methods　　
a. With the studying strategies, get the students to work in pairs or groups to talk about their day.　　
b. Let the students practice speaking and writing.　　
C. Emotion, attitudes and value　　
The content of this part is close to the students’ daily life and the topic deals with the students’ daily activities, so it is helpful for the students to learn about more daily activities. It can help the students to carry on the language practice about the topic and to arouse their great interest in learning English; On the other hand, it provide the students with opportunities to understand one another better.　　
Teaching difficulties and focuses:　　
a. Ss can use the present tense of the third person　　
get-gets make-makes wash-washes run-runs leave-leaves have-has　　
b. Ss can master sentence structure: sb do sth at some time　　
Teaching method: 　　
Task-based Learning Method　　
Teaching aids: 　　
Cards, recorder and some objects　　
Teaching Process:
Step 1 Warming up
a. Greetings.
b. sing a song 　　
Step 2 Review
Game—Golden finger 　　
Use the cards to go over the words
Step 3 Presentation and drill　　
a. Listening to the recorder　　
b. T: You’re very good. You are all good pupils. And Katie is a good pupil too. Everyone likes her. She is never late for school. She always gets up early every day . Then she makes bed .after breakfast, she waves her family goodbye.
c. Fast reading the text.　　
d. Answer the following questions. 　　
Does Katie always gets up early?　　
What time does Katie wash her face?　　
What time does Katie make her bed? 　　
Is Sally is often late?　　
What time does Katie’s father leave for work?
e. Explain the grammar for the pupils: The present tense of the third person.　　
get-gets make-makes wash-washes run-runs leave-leaves have-has　　
e.g. 　　
1.I always get up early.　　
Katie always gets up early.
2.We usually have breakfast at 6:30am.　　
He usually has breakfast at 6:30am.
3.You often wash your face at 6:05am.　　
She often washes your face at 6:05am.　　
4.They always leave for work at 7 0’clock.　　
Katie’s father always leaves for work at 7 0’clock　　
Step 4 Practice
a. Reading the text carefully.
b. Listen and repeat it　　
c. Retell it , check the result　　
d. Practice in pairs, according to the form to say something about their day.
Step5 Consolidation　　
a. Part C About the story.Put a tick(√)if the sentences correct of a cross(×)if they are wrong.　　
1.    Katie always gets up at six o’clock. (√)　　
2.    Katie always washes her face at 6:15 am. (×)　　
3.    Katie’s family often has breakfast at 6:45 am. (×)　　
4.    Sally always goes to the breakfast table on time. (×)　　
5.    Katie’s father usually waves then goodbye. (√)　　
b. Homework: Listen and read the dialogue, copy the new words

Writing on blackboard:　　

2、Katie always gets up early.　　

get - gets 　　
make - makes 　　
wash - washes 　　
run - runs 　　
leave - leaves 　　
have - has　　

Period  3　　
Teaching aims.
a. Going over words.
b. Retell the story.　　
c. Finish Part D, E, F.　　
Main points: 　　
The students can master the words and sentences.　　
Difficult point: 　　
The students can describe the other’s actions　　
Teaching aids: 　　
cards,tape ,record
Teaching Process:
Step 1 Warming up
a. Greetings.
b. Sing a song.　　
c. Free talk: Say something about your daily life
Step 2. Review
a. Play a game – magic eyes
Going over the learned words: slide, bench, bark, chain, 　　
swing, stone, bite, wake up, make the bed, have, late.always, usually, often, never.
b. Use the cards to go over the new dialogue ,and make sentences with the present tense ,they are required not to make the same sentences
c. Retell the story
Step 3 Drills　　
a.   Part D. Pair work. Look at the chart. Take turns to tell each other about Peter’s activities.　　
Example: Peter usually goes to bed at ten o’clock.　　

always　　
often　　
usually　　
never　　
Gets up at seven o’clock　　

√　　

Goes to school by bus　　
√　　

Does homework at six o’clock　　
√　　

Watches TV at seven o’clock　　

√　　

Eats cake　　

√　　
Goes to bed at ten o’clock　　

√　　

Write four sentences about your activities.　　
Exemple: I usually do my homework at six o’clock. 　　
1、I always go to school on foot.　　
2、I never go to school by bus.　　
3、I often watch TV at 6:　30 in　 the evening.　　
4、I usually go to bed at 10:00 pm.
b.Part E Listen to the tape and requires them to finish Part E,check the answers.　　

always　　
often　　
usually　　
never　　
Makes breakfast for the family　　

Washes clothes in the morning　　

Cleans the house in the afternoon　　

Starts cooking dinner at 5 o’clock　　

Goes to the supermarket to buy things　　

Watches TV in the day　　

Now, write suitable answers in the blanks.　　
1. Mrs Li always makes breakfast for the family.　　
2. She usually washes clothes in the morning.　　
3. Mrs Li often goes to the supermarket to buy things.