6B Unit（精选16篇）
6B Unit 篇1
teaching materials:
《义务教育课程标准实验教科书·牛津小学英语5b》第六单元第三课时（ part h, part e ）
teaching aims:
1.orders:
put your feet together.
put your hands on your head.
move your legs to the left.
jump up and down.
bend your knees.
do handstands.
do push ups.
do some exercise.
touch…with….
2.sing a song: do some exercise with me.
teaching emphases and difficulties:
1.orders:
move…to…
touch…with…
do handstands/push ups.
2.sing a song: do some exercise with me.
teaching preparations:
1.blackboard show:
unit 6 at a pe lessongive orders:
jump up and down.
move your legs to the left.
/m v/
bend your knees.
/b nd/
put your feet together.
your hands on your head.
touch … with…
try to follow the orders.
2.small blackboard:
do some exercise with mebe healthy:
/h l / turn left. bend down. jump.
do push ups. do handstands.
/p /
3.tape recorder.
teacher’s steps:
a. free talk and revision:
1.t: good morning.
ss: good morning.
t: hello.how are you?
s1: fine, thank you. and you?
t: not bad. thank you.
s2, do you like suzhou?
s2: yes, i like the city very much.
t: s3,what do you usually do on sundays?
s3: i usually…
t: s1.s2 and s3 stand in a line.
now listen carefully. turn right. lift up your left leg. touch your knees with your hands 3 times.
very good. thank you.
2.s choose someone to give orders.
b. presentation:
1.new orders:
1)ss read and learn the orders on the blackboard in groups.
2)ss read them out in groups. t corrects.
3)read the orders together/one by one/in teams.
4)guess their meanings according to the verbs.
attention: the chinese meaning of “move”(移动).
emphasis: touch … with…means: 用……碰……
(touch=碰, with=用)
5)t says chinese, ss say in english.
6)t gives orders, ss follow them. then s gives orders, others try to follow them.
7)t acts, ss say the orders in english.
8)ss act and give orders freely.
2.sing a song:
1)show the small blackboard.
2)read the words on the small blackboard. clap and read.
3)listen to the song.
4)sing after the tape.
5)sing the song together.
6)ss sing and act.
3.game: give orders:
1)t gives orders. ss follow them together.
2)ss read the orders in groups. then one gives orders, others try to follow them.
4.part e:
1)listen to the tape.
2)act according to the tape.
3)ss act, others make up dialogues according to their action.
4)read the dialogues.
5.sing a song:
c. homework:
1.sing the song after the tape 3 times.
2.write the orders 4 times.
3.read the text after the tape 5 times.
6B Unit 篇2
lesson plan people who help usthe 1st period of oxford 1b unit 4learning objectives:1. learn to use postman / fireman / policeman / milkman / driver to identify people’s occupation.2. learn to describe people.3. know thanks giving and be willing to help others.difficulty: the usage of the article aaids: media, exercise paper and word cards procedurecontentsmethodspurposesi.pre-task ii while-task rhymes : five little monkeys look at you and me wordsmilkman driver policeman, postman fireman all of the words patternshe is a … he is a …he is … he is a …he is …he has got …he can … ss: say and act screen: the elephant elmert: introduce elmer and tell a story about himscreen: elmer needs milkss: make a rhyme. milk, milk, i love you. milkman, milkman, come, come quickly. screen: elmer gets on the school busss: say hello to the driver screen: elmer sees a policeman and a postman on the road. sa: act as a policeman and a postman screen: elmer is in the school.ss: act out the story school is fun. movie: on firess: say something about the fireman. ss: mime the wordspicture game: which word is missing?ss: read the wordsscreen: guessing gamess: read the word and act outscreen: different situationsss: say which one must come herescreen: different job, different help. sa: actt: say he is a …ss: guesspassing gamegroup work: what are they? ss: listen to the song on p21 then try to say what he is and how he is.screen: about a policemansa: describess: readscreen: about a milkmansa: add the sentences screen: about s postman and a drivert: ask some questionsgroup work: describe one of the postman and the driver 用儿歌进行热身，使学生进入英语学习的状态。 7个单词不同的引入方法让学生的精神始终处于兴奋状态。不同的操练方式也让学生兴趣浓厚。 guessing game 是较常用操练的方式，可激励学生，发挥学生主动性，让他们主动地运用语言。 由单词到句子再到语段，实现了知识材料的逐步积累、知识难度的逐步加深。iii post-task information gap movie: elmer puts off the fire pair work screen: if you can, just do it.put your shoulder to the wheel.
鼎力相助。two heads are better than one.
一个好汉三个帮。there is kindness to be found everywhere.
人间处处有温情。 最后的交际性操练的游戏让学生主动使用语言，通过问答的方式及新鲜有趣的图片来刺激了学生的主观能动性。 中英文谚语的出示便于学生理解，也提升了课堂教学的立意。iv. assignment1. words on p19: listen, read and spell2. patterns on p20: listen and read3. song about more jobs: enjoy (on the internet of yifu primary school) 教学反思：这节课借助sonia提出的主题people who help us, 教授职业名词 fireman/ policeman/ postman/ milkman/ driver，学生能运用he is a …描述人物的职业，同时学过的句型 he is … / he has got …/ he can …等，较详细地介绍人物。我们设定的情感目标是让学生了解职业特征，激发他们的感恩之情，培养助人为乐的好品质。实践下来，效果不错。在教学过程中，有以下亮点：ø pre-task preparation: 用节奏明快的儿歌five little monkeys 活跃课堂气氛；用以前学过的自编儿歌look at you and me 复习描述人物的单词。ø while-task procedure: 用故事描述的方法引出新授单词，引人入胜；通过不同的操练方式让学生体验职业特点，理解职业价值；运用多种器官活动帮助记忆。ø post-task activity: 用出人意料的故事结尾帮助学生理解“以我所能，助人为乐” 的现实意义。ø assignment: 利用校园网为学生习得课外知识搭建平台。 有待改进之处：² 媒体制作的精美程度。² 单词呈现的自然顺畅。
6B Unit 篇3
aims and requests:
words: eleven twelve a school breakfast lunch supper
sentences: what time is it?
it’s half past-----.
it’s ------ o’clock.
it’s time for------.
teaching materials:
taperecorder. a clock. a watch. some cards.
difficult and points:
it’s half past-----.
it’s time for------.
teaching proceeding:
1. greetings.
2. sing a song < morning song>
3. a. look the watch and say: “oh, it’s seven o’clock. it’s time for breakfast.”
t do the action of having breakfast and the students guess what’s the meaning.
teach the new words “breakfast”
b. t take the clock and hang up the blackboard. and ask the students: “look, what time is it?”
s answer (it’s twelve o’çlock) and t praised.
learn the words: eleven and twelve.
c: t show the clock and ask the student: what time is it?
s answer.
t teach the students: “what time is it?
it’s ------.
it’s time for breakfast/ lunch/ supper.
d. practice the sentence in pairs.
e. watch the cartoon. <.nancy’s family’s morning.>
after watch. t ask: “in this short video, what time is it?
s answer.
t ask : “what’s the nancy said?”
s: “ it’s six o’clock. it’s time for breakfast.
t ask : “what’s the parents said?”
s: “ it’s seven o’clock. it’s time for school.
f. do a game.
four students as a group. they make a circle. one is mum and the other three is her children.
mum point the clock and ask: “ baby, what time is it?”
children raise their hands and answer: “it’ ------.” it’s time for ------.
do the game one by one. which is the first, it’s the best one.
g. act this game in front of the front.
h. listen to the tape and read after it.
4. summary
in this class, everyone did a good job, i’m satisfied with your work.. i hope you can use the knowledge in the ordinary life. thank you, i love you.
5. homework.
do a schedule time about your family. you will be explain it in the next class.
design
unit 4 what time?
what time is it?
it’s ------ oçlock.
it’s time for
breakfast
lunch
supper
6B Unit 篇4
一、 教学内容
《义务教育课程标准实验教科书·牛津小学英语》6b第四单元，第二教时（look match and say）
二、 教学目标
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习部分副词及其比较级early earlier late later far farther。
3、 复习巩固句型…taller than…. is… taller than…?
三、 教学重点
1、 复习巩固形容词tall short young old heavy fat thin big small long strong及其比较级taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 复习巩固句型…taller than…. is… taller than…?
四、 教学难点
1、 形容词比较级的用法。
2、 …taller than…. is… taller than…?的熟练运用。
五、 教学准备
1、 教具准备：课件
2、 板书准备：unit 4 review and check
六、 教学过程
a：review
1. every day english
2. t: let’s sing a song< i wish i was taller>.
3. free talk
t: how old are you?
s: i am thirteen.
t: are you as older as ?
s: no, i am older than .
t: is older than you?
s: yes, he is.
4. 分小组练习
5. 学生总结形容词比较级规则。
b: look match and say.
1. 出示第一幅图
（1） t: look! helen and her partner are having a chat!
（2） 教师指导学生看图
who can you see in the picture?
can you say sth. about them?
（3） work in pairs
（4） 学生完成第一幅图。
（5） 学生朗读对话。
2. 同法学生完成2、3、4、幅图。
3. t：work in pairs with your partner then act the dialogues.
学生任选一幅图表演。
4.学生自己改编对话进行表演。
c.practice
1.让学生自己做自己的简历卡片。
name: age: height: weight:
2.出示两张学生的简历卡片
出示课件完成填空。
3.play a game
学生自由找人进行比较，并用所学句型进行记录。比比看谁记得最多。
4.总结句型规则。
d：homework
1.预习b部分内容。2.完成评价手册。
6B Unit 篇5
一、 教学内容
《九年义务教育六年制小学教科书.牛津小学英语》3b第一单元第四课时
二、 教学目标
1、 能熟练掌握本单元所学的字母、单词和短语。
2、 能较熟练地在情景中运用本单元所学的礼貌用语和日常交际用语。
3、 继续欣赏字母歌曲abc
三、 教学重点
1、 能综合运用本单元学过的单词、短语以及日常交际用语
四、难点
1、 能正确理解、运用介词in, on。
五、 课前准备
1、 教具准备 课前准备 本课的文具玩具图片和实物若干。 情景图片,磁带,录音机 ，教学挂图。
六、 教学过程
step1. free talk:
1. 听 abc song
2.a game" what's missing?"
游戏规则：教师出示本单元单词图片若干，快速抽去一张并问“what's missing?"学生抢答少了哪张。
step2. revision
1、a game
"guessing game " 猜单词游戏：
游戏规则：教师出示单词图片的一部分，让学生猜测是什么。
运用句型“what's this/ that in english? it's a..."
2、出示含有介词词组的投影片，如：a knife , on the book
同桌对话练习：
a:excuse me, what's that on the book?
b: it's a knife
a: thank you./ oh, i see.
多组操练
3、t: （出示情景图片，一个房间，内有各种物品）
s： 认真看图， 看清楚位置关系。
t： come here , . what's this in english?
s: it's a ..
t: thank you.
, what's that on the ...?
s : it's a .../
t: oh, i see.
make dialogue like this , can you?
s: 两人一组编对话。
上讲台表演对话。
step3 a short break
learn a song
1、让学生欣赏或跟学市教研室编写的《易捷儿童韵律英语》3a或3b上的歌谣及歌曲。 必要时，教师可对其中的歌词作适当的解释。
2、 跟唱，并配以动作。
6B Unit 篇6
1. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the unit 31. 问路 2. 来自澳大利亚 3. 住在中国 4. 在南京渡假 in in 5. 不认识路 6. 怎样到达那儿 7. 在那儿 8. 在上海街 not the to shanghai 9. 打挠了，你能告诉我去博物馆的路吗？/我怎样才能到达博物馆？/博物馆在哪里？ , you the the ?/ i the ?/ the ?10. 让我想想。 11. 沿着街走，然后在第三个转弯口向右转？ . the , and the . 12. 在你的左边 13. 你不会弄错的。 14. 离这儿有多远？大约一公里以外。 it. is it ? a .15. 那是很长的一段路。 16. 为了更快地到达那儿 17. 乘5路车 a . 518. 要过几个站头？ 只有两个。 19. 在电影院前面 20. 每五分钟有一班车 are there? . in of the a bus 21. 在中山路 22. 在第三个站头下车 zhongshan the 23. 为我的朋友们买些礼物 24. 取回我的钱包 25. 正确的地点 my the
6B Unit 篇7
(19) unit 4 an english friend (第一教时) apr.2
一 教学内容 b look, read and learn; c look and say; d work in pairs二 教学目标1 四会单词及词组：usually, fast, high, carefully,beautifully, loudly,quietly， speak loudly, run fast, dance beautifully, jump high, walk carefully, sit quietly2 四会句型：does …? yes, … does. no, … doesn’t. what does … usually do…? he/ she usually ….三 教学重点和难点1 四会及三会单词及词组的掌握。2 能熟练运用本课所学的词组及句型。四 课前准备教具准备：图片，画图，录音机和磁带五 教学过程教学环节教师活动学生活动a free talk1 do you like …?yes, i do. / no, i don’t.brevision1 play a game: listen and actwave your arms, shake your bodies,stand up, sit down, touch your hair, open your mouth, close your eyes,show me your hands,touch your foot2 指导学生边跟读边做出相应的动作。一个学生说，其余学生做出相应的动作。c presentationand practise1 （接着前面的游戏）:run fast, jump high, sit quietly, walk quietly, dance beautifully, speak loudly2 who can run fast?teach: run fastdoes he/she run fast?3 who can jump high?teach: jump high4 同法教授:speak loudly, dance beautifully, walk carefully, sit quietly学生做出相应的动作。i can run fast.(做动作)跟读，个别读yes,he/she does. no, he/she doesn’t.i can jump high.(边做动作并比赛)其余同学: he/she jumps high.跟读，个别读 ，边读边做动作。跟读，个别读 ，边读边做动作。dlook, read and learn1 放录音2 领读3 指导跟读跟读集体朗读两遍elook and say1 （出图片）：what’s mike doing?does he jump high?2 指导学生看图3 指导指导he’s jumping.yes, he does.同桌操练进行说话练习作扩充练习fwork in pairs1 指导,teach :usually2 指导同桌操练两人一组练说，然后将句子写在书上六 板书设计speak loudly run fast does …?dance beautifully jump high yes, … does./ no, … doesn’t.walk carefully sit quietly what does … usually do…?七 作业设计1朗读并抄写四会单词和词组。2 运用所学的词组和句型自由交谈。八 课后反思教授这些词组时，我采用listen and act游戏来进行巩固，如我说jump high，学生跳起，尽量跳得很高。在学习句型时，我利用图片来引出，如what’s mike doing? he’s jumping. does he jump high? yes, he does.在学生仔细看图后，指导他们用does(name)…? yes, …does. / no, …doesn’t.等句型进行说话练习。
(20) unit 4 an english friend (第二教时) apr.3
一 教学内容 a read and say二 教学目标1 能正确地理解、掌握对话内容，并能朗读、初步表演对话。2 四会单词：an e-mail, english, busy, a town, age, usually, well3 能正确地运用对话中的日常交际用语和词组：i’m busy. we’re the same age.4 四会句型：does he/she …? yes, he/she does. no, he/she doesn’t. what does he/she usually do…? he/she usually ….三 教学重点和难点能正确地理解、掌握对话内容，并能朗读、初步表演对话。四 课前准备教具准备：教学挂图，录音机，磁带，单词卡片五 教学过程教学环节教师活动学生活动a free talkhello,…. nice to see you.how are you?how old are you?nice to see you.fine./not so good….i’m eleven.brevision1 play a game: listen and actspeak loudly, run fast, jump fast,dance beautifully, walk carefully,sit quietly, walk fast, …2 does he/she speak loudly/…?3 指导4 what do you usually do on sundays? what does he/she usually do on sundays?5 指导学生边跟读边做动作。yes, he/she does.no, he/she doesn’t.自由模仿练说i usually ….he/she usually….模仿练说cpresentation and practise1（出示教学挂图）wang bing and gao shao are in the computer room.look, is wang bing surfing the internet? no, he is busy. he’s writing an e-mail to his english friend,tom.teach: surf , internet, an e-mailbusy, surf the internet2 where does his friend live? no,he lives in a small town near london.teach: london , town跟读，个别读，集体朗读he lives in london.跟读，个别读，集体朗读dread and say1放录音2 根据录音回答问题：what is wang bing doing?where does tom live?what subjects does tom study at school?does tom study chinese?what does tom usually do on sundays?does tom play well?xk b1 .c om3 放录音4 示范读5 巡视指导6 指导听录音he is writing an e-mail to his english friend.he lives in a small town near london.he studies english, maths, science and art.no, he doesn’t.he usually plays football.yes, he does.he swims well,too.跟读两遍跟读自由读表演六 板书设计what is wang bing doing? e-mailwhere does tom live? busyhow old is tom? surfwhat subjects does tom study at school? londondoes tom study chinese? townwhat does tom usually do on sundays? agedoes tom play well?七 作业设计1 朗读并表演对话 2 根据所学的对话内容自编或改编小对话。八 课后反思本段对话发生于电脑室。对话中出现了主语为第三人称单数的一般疑问句和特殊疑问句及其答语。我通过出示幻灯片，引出词语an e-mail, surf the internet,busy,london.同时让学生听录音，了解整段对话的内容，并通过问答的形式进一步熟悉课文内容。指导学生进行多种形式的朗读，达到比较熟练的程度。
(21) unit 4an english friend (第三教时) apr.4
一 教学内容 e look and read ; f listen and act二 教学目标1 进一步掌握好本单元有关副词的词组。2 进一步掌握好本单元a部分的课文内容及其重点句型。3 进一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually….三 教学重点和难点1 进一步掌握好本单元有关副词的词组。2 进一步掌握好本单元a部分的课文内容及其重点句型。3 进一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually…四 课前准备教具准备：图片，教学挂图，录音机，磁带五 教学过程教学环节教师活动学生活动a free talkdo you like …?does she/he like…?what do you usually do on sundays?what does he/she usually do on sundays?yes, i do. no, i don’t.yes,he/she does.no,he/she doesn’t.i usually …he/she usually ….brevision1 play a game: listen and act 发令2 指导3 指导4 指导边跟读边做相应的动作齐读课文、分角色朗读表演学生做扩展表演elook and read1 巡视2 领读3 指导学生自己朗读e部分内容。跟读两遍齐读flisten and act1 讲解图意并指导做游戏六 板书设计does …? what does … usually do …?yes, … does./no, … doesn’t. he/she usually ….七 作业设计1 朗读并抄写四会单词、词汇和句型。2 用句型what does … usually do …?进行笔头交流，调查同桌或其他同学在平时干些什么事情。八 课后反思e部分旨在通过看看读读的形式帮助学生复习巩固主语为第三人称单数时动词的用法。我通过让学生看图，用第一人称叙述图上内容，然后再用第三人称转述图上的内容，并且让他们说出两句话的不同之处，以此区分。
(22) unit 4an english friend (第四教时) apr.5
一 教学内容 g listen and repeat; h say a rhyme二 教学目标1 能听读、辨认元音字母u在单词中的读音。2 会诵读歌谣: a letter for me三 教学重点和难点能听读、辨认元音字母u在单词中的读音。四 课前准备教具准备：单词卡片，图片，录音机和磁带。五 教学过程教学环节教师活动学生活动a free talkhello.who can jump high?does he/she jump high?what do you usually do …?what does he/she usually do …?hello.i can jump high.yes,he/she does.no,he/she doesn’t.i usually ….he/she usually….brevision1 巡视指导2巡视指导3巡视指导4巡视指导齐读a部分课文背诵a部分内容齐读b部分词组并背诵。齐读e部分内容clisten and repeat1 出示单词卡片bus, jump, puppet, run2巡视指导3 出示句子：the puppet jumps and runs around on the bus.4 领读5 指导齐读单词并找出字母u在单词中的发音。举例其它的单词自己轻声朗读跟读齐读dsay a rhyme1 放录音2 放录音3 领读4 指导5 评价听录音跟读跟读齐读比赛读六 板书设计bus jump puppet run ……the puppet jumps and runs in the bus.七 作业设计1 完成练习册本单元的练习。2 朗读歌谣给父母听。八 课后反思教学f部分时，让学生听教学光盘里四个单词的发音，让学生边听边体会，找出共同因素，再听录音跟读，随后让学生说出其他含有字母u并发相同音的单词，让学生读读练练。为学生做单词辨音题打好基础。
(23) unit 4 an english friend (第五教时) apr.9
一 教学内容1 默写本单元的单词、词组。2 默写本单元的课文。3 讲解练习册上本单元的听力及练习。
(24) unit 4 an english friend (第六教时) apr.10
一 教学内容1 进行本单元的单元测试（每课练拓展练习册上）
6B Unit 篇8
英语牛津教材2bunit-6教案课题： unit 6 eating and drinking 第 1 课时课型：新授教学目标basic aims: a. to learn the word: bowl b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions. b. free talkeducation aims: educate the pupils to be a polite child.教 学 重点、难点、关 键give some instructions and act them out correctly.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、play a game: simon says 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.step-threewhile-task procedure 1、bowl 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2) read: bowl → it’s a bowl.3) ask and answer: e.g. what is it? it’s a bowl. ( t --- p → p1 --- p2 ) 2、bring me a bowl.1) instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2) repeat: bring → bring me → bring me a bowl.3) say and act:a. t: (name), bring me a ______. p1: ( act. ) here you are. t: thank you.p1: (name), bring me a ______.对句子进行扩充，使之成为一段小对话，给内容更富交际性，同时灌输学生待人接物的礼仪。 b. 课 序教 学 过 程 设 计设计意图 p2: ( act. ) here you are. p1: thank you. 3、bring me some milk, too. repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.” 4、give it to kitty. 1) instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2) repeat: give → give it to → give it to kitty.3) say and act: e.g. ( take out an object.) t: give it to (p2), p1. p1: ( act. ) here you are. p2: thank you. give it to (p4), p3. p3: ( act. ) here you are. p4: thank you. … ( then change the objects, repeat this step.) 5、listen and repeat: 6、perform the dialogue: 1) put the pupils into groups of three to practice the dialogue.2) perform the dialogue.step-fourpost-task activities: 1) put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2) select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times. 板书设计 教具准备1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)课后小结 课题： unit 6 eating and drinking 第 2 课时课型：新授教学目标basic aims: a. to learn the words: e.g. plate, glass … b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 学 重点、难点、关 键pronounce the words correctly.make a short dialogue.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、pair-work: (put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. p2: here you are. (p1), give it to (name). p1: here you are. p3: thank you. step-threewhile-task procedure: 1、plate 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2) read: plate → it’s a bowl.3) ask and answer: e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate 2、glass, fork, knife, spoon 课 序教 学 过 程 设 计设计意图 the teaching method is the same to 2. 3、chopsticks 1) instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2) repeat: chopsticks → a pair of → a pair of chopsticks3) make some sentences. 4、consolidation:通过不同形式的游戏，对单词的音、形、意加以巩固，为下面的表达做准备。 1) listen, repeat and draw2) look and say3) play the game: what is missing?4) matching game: (picture words --- card words)5) make a dialogue and act: (let’s act) 5、four spoons? yes, please./ no, thank you. 1) instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2) repeat: a. four spoons? b. yes, please. / no, thank you.3) ask and answer: a. t --- ask p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer. 6、listen and repeat step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: listen and repeat p28 & p29 five times.2板书设计 教学具准备1、tableware.2、word cards and picture cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 3 课时课型：新授教学目标basic aims: a. to learn the drills: what do you want? i want … b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 学 重点、难点、关 键ask and answer: what do you want? i want …课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) four spoons? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、play a guessing game: what is it?复习餐具、食物单词，为下面的教学内容做准备。 (if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure: 1、x x x-ray 1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.课 序教 学 过 程 设 计设计意图 2、what do you want? i want …把教学内容放在一个场景中引出，从野餐前餐具的选择，到食物的选择，到最后的野餐，教学形式更贴近生活，加大了新句型的操练密度。 1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: 1、listen and repeat p29 & p30 five times.板书设计 教学具准备1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food. 课后小结 课题： unit 6 eating and drinking 第 4 课时课型：新授教学目标basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 学 重点、难点、关 键1) prononce the words correctly.2) make a dialogue.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) what do you want?7) four apples? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、role- play: i’m a sales clerk. demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure: 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something. 在巩固这一单词时，通过句子和师生间的对话进行，让学生熟悉交谈的形式，为后面的输出降低难度。 b. t: how do you feel? p1: i’m thirsty / hungry. t: some …? / what do you want?课 序教 学 过 程 设 计设计意图 p1: t: here you are. p1: thank you. 2、hungry the teaching method is the same to 1. 3、consolidation: matching game: choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.” 4、listen and repeat: step-fourpost-task activities:让学生根据所学内容自编对话，加强学生实际运用的能力。 make some new dialogues like this:a. p1: i’m thirsty. p2: what do you want? p1: i want … p2: here you are. p3: thank you.b. p1: i’m thirsty. p2: some milk? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment: listen and repeat p28 five times.2板书设计 教学具准备1、tableware.2、word cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 5 课时课型：新授教学目标basic aims: a. to learn the story: b. to act the story.developing aims: free talk教 学 重点、难点、关 键role-play the story..make a short story.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、matching game: stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time. 4、free talk: what do you like to eat or drink? step-threewhile-task procedure: 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry? 通过听录音，回答问题的形式，帮助学生理解和记忆故事内容，同时训练学生 c. does may want a coke?d. does sam want a pizza?e. what does their mother want?课 序教 学 过 程 设 计设计意图 f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的听力理解能力。step-fourpost-task activities:在故事的改编和角色的扮演中发挥学生的主观能动性和创造性。 1、 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment: listen and repeat p31 five times.2板书设计 教学具准备1、word cards and picture cards.2、picture cards for food and drinks.3、some paper. 课后小结
6B Unit 篇9
课题unit2 more exercises
课型
新授
课时
1
教学
内容：words: low,high, far, farther, slow, early, better sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a.words: low,high, far, farther, slow, early, betterb. sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：比较级的一般疑问句问法，及其回答。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a preparationlisten and do教师可结合以前教学相关动词的动作和节奏帮助学生复习已学过的动词，特别是本课出现的：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…quickly respond：说反义词复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
b presentation1. t: what time do you go to bed? s1: at … t: what about you? s2: at … t: oh, who goes to bed later?s: go to bed later than . （板书）此处的later解释为“晚的”2.通过提问what time do you get up?引出 gets up earlier than .（板书）3. 通过跳远比赛引出 jumps farther than .（板书）4. 通过跳舞比赛引出 dances better than . （板书）提醒学生注意这几个比较级变化，引导学生总结副词的比较级变化规则：副词的比较等级的形式变化与形容词大致相同，但以后缀-ly结尾的副词一般用more:carefully-more carefully, beautifully-more beautifully注意：early末尾的ly并非后缀。通过比赛跳高引出does jumps higher/ lower than ?yes, he does. / no, he doesn’t. jumps higher than .do and jumps higher/ lower than and ?yes, they do./ no, they don’t. 可重复1-4环节的提问或者利用b部分的挂图，引出比较级的一般疑问句
b presentation
c work in pairs (c )1. look and read the dialogues2.ask and answer in pair using the dialogues and words（注意书上的fat 可改为far）write down the dialogues you make
板书设计:unit 2 more exerciseslow- lower does jumps higher/ lower than ?slow-slower yes, he does. / no, he doesn’t. jumps higher than .late-later do and jumps higher/ lower than and ?early-earlier yes, they do./ no, they don’t. far-fartherwell-better
教学后记
课题
unit2 more exercises
课型
新授
课时
2
教学
内容：a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
重点 难点：
比较级句型的熟练掌握。
课前 准备：
录音机
师生互动教学过程教学步骤教师活动学生活动
a preparation
quickly respond：（说反义词）复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …2. ask and answer:does the bird fly higher than the chicken?does the horse run slower than the pig?do the ducks swim faster than the fish? …does your father get up earlier than you?
b presentation1.t:（承接上面的问答）does run faster than ?who like pe? who can swim? who runs faster?(根据学生的回答)oh, i think is good at pe. who’s good at pe, too?(进一步提问)：who’s good at chinese/english/ maths/ music/ art/…?2. t: do you know jim? is he good at pe? listen and answer.（听第二遍回答）what is jim good at? why doesn’t jim do well in pe? 教学not as …as…句型：不如…3. listen and read the sentences above4. read the dialogues and discuss: what are jim’s advantages?what are jim’s disadvantage?what should jim do?小组讨论后，可派代表发言，其他同学补充5. read and learn the dialogues:边听读对话，边学习词汇: have problems with…,player, true边通过与学生的交谈学习相关语言项目do you have problems with your homework?—and you? do you have problems with your english homework?/ do you have problems with your maths?…i’m not doing well in pe?—do you doing well in pe/ computer studies/ science…?ben runs faster than me?—who runs faster/ slower than you?mike runs as fast as ben. – who runs/ swims as fast as you?and you can swim fast. – can you swim? can you swim fast?i’ll get up earlier every day and do more exercises before i go to school.—what exercises can jim do? 6. read in roles7. read and judge
c further learning（这一环节课根据班级情况选用）1. t: i’m not good at pe. i want to do more exercises. do you have any suggestions? have ss discuss in group2. have ss make an exercise planning for each student （也可不局限于体育学科，进一步扩展到其他学科， 如英语、美术等）
板书设计:unit 2 more exercisesjim is good at english and maths.jim does not do well in pe.
教学后记
课题unit2 more exercises
课型
新授
课时
3
教学
内容：a. phrase: animal showb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. phrase: animal showb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用所学用语。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a free talk
are you good at …?what subject are you good at?who is good at pe/…?who runs faster than ?who can swim?do you get up early?how do you go to school in the morning?do you want to do better in pe/ english/…?what do youwant to do?b revision1.read the text together/ in roles2.practise the dialogue
c listen and write (d)1. look and answer:（要求学生回答要完整） t: look, here’s an animal show.do you know them?what are they doing?which animals skate better, the monkeys or the bears?do the bees fly higher than the butterflies?do the fish swim faster than the ducks?which animals do you like better, the monkeys or the bears?2. listen and write3. check the answers4. have ss say and write more sentences about the picture
d play a game (f)1.讲解游戏规则，师生示范2.根据班级情况，给于适当的时间让学生记忆，s1提问，ss抢答。3.教师也可用课外的图片补充到游戏中来，丰富游戏内容
板书设计:unit 2 more exercises ________ fly _______than _________. __________ skate _______ than _________.__________ sw _______swim______ than _________.
教学后记1. read and recite the text2. wb e,f
课题unit2 more exercises
课型
新授
课时
4
教学
内容：a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教学
目标a. words and phrases: traffic, heavy, well doneb..熟练运用交际用语：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四会掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重点 难点：综合运用及能够灵活运用熟练掌握。课前 准备：录音机
师生互动教学过程
教学步骤教师活动学生活动
a say a rhyme(h)
1.look and listen 2.read and learn: well done3. 教师可让学生结合动作，引导学生按节奏诵读b revision1. game: true of false?教师讲解游戏规则：一人随意说一句话，但要用到比较级，如the cats run faster than the ducks./ my father gets up earlier than my mother.其余人判断所说的是否正确，认为正确的stand up并说that’s true!认为错误的可以说that’s not true!2.read and practice the dialogues in text
c look, read and judge1. have ss read and judge2. listen,read and learna. traffic:交通b.heavy(heavier) 在此处以为“多的，密集的”3. read and check the answer
d listen and repeat ( g)1. read and compareforty, horse, morning, sports [ ]2. listen and read the sentence3. learn more words: for, short, …
板书设计unit 2 more exercises[ ] forty, horse, morning, sports
教学后记1. read and recite the rhyme2. exercises in wb2
6B Unit 篇10
unit 8 at the weekends
一、教学内容简析：
本单元教学内容围绕"周末活动"展开，通过周末活动引出本单元的四会内容和昆虫类名称。涉及的句型有how do you
spend your weekends? how does he/she spend his/ her weekends?
本单元设计的周末活动有网上冲浪、爬山、看电视、荡秋千、看卡通片、捉昆虫等，学生对这些活动都会很感兴趣。教师在教学中应尽量为学生创设比较生动的情景，以便更有效的帮助学生复习有关动作类词组；对于昆虫类名称的学习，教师应根据学生年龄特点，充分利用昆虫标本或图片等多种形式，把昆虫类词汇的学习与实际生活紧密联系起来。
二、教学要求：
1 能听懂、会说、会读和会拼写单词和词组talk, weekend, very, learn from, sport,
often, of course, catch, an ant, a bee, a butterfly
2 能听懂、会说、会读和会写句型 how do you spend your weekends? how does
he/she spend his/ her weekends? i often ... sometimes i ...
3 能听懂、会说和会读日常交际用语和句型 i can learn a lot from it. of course, i
do.
4 了解字母组合ee在单词中的读音。
5 会诵读歌谣 we know.
三、教学重、难点：能听懂、会说和会读日常交际用语和句型 i can learn a lot from it. of course, i do.
四、教学安排：
共六课时。
第一课时学习a部分
第二课时学习b部分
第三课时学习c部分
第四课时学习d部分
第五课时学习e、f、g、h部分
第一课时
一、教学内容
5b .unit 8 a部分 read and say
二、教学目标
1 能正确理解、掌握a部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语。
3 初步掌握会话中出现的四会单词和句型。
三、教学重、难点
能正确理解、掌握a部分会话。
四、课前准备
1 准备本课会话的投影片。
2 准备录音机和磁带。
3 黑板上预先写好课题 unit 8 at the weekends
五、教学过程
step1 listen to a song 《we know》
step2 free talk
step3 revision
1、出示图片，让学生看图复习以前所学的词汇---go swimming/ climbing/ jogging, play
football/ basketball, play the piano/ violin, go to the park/
cinema, watch tv, play chess ...
2、活动：听听、说说、做做。学生听教师口令边说、边做动作，巩固以前所学的词汇。
step4 presentation and drill
1、教师出示一个挂历，指着星期六和星期天问学生 what do you do on saturdays and sundays? 学生回答 i play football. 教师接着说：how do you spend your
weekends? oh, you often play football at the weekends.让学生理解句子的意思，然后教师指着星期六和星期天对学生说 weekend, at the weekends, 让学生理解该词的含义,跟读模仿单词weekend, at the weekends 及句型how do you spend your weekends? 板书单词及句型weekend 及句型how do you spend your weekends?
2、教师在挂历的大部分周末处画上足球，剩下的画上tv---t : how do you spend your weekends? 启发学生回答: i often play football. sometimes i watch tv. 通过直观的图示使学生了解often 和sometimes 的含义，板书单词often 和sometimes 及句型i often play football. sometimes i watch tv.
3、师生问答，学习并操练how do you spend your weekends?及其答语 i often ...
sometimes i ...
4、教师出示课文投影片简介课文内容，让学生了解对话的背景，然后问学生：look. this is wang bing. how does he spend his weekends? he likes surfing the internet.通过画有电脑的投影片使学生明白该句的意思。教师接着 说：i likes surfing the internet, too. i think it's very interesting. i can learn a lot from it. i can read novels、learn english、qq, etc on the internet. what do you think of it? 教师通过手势、表情引出单词very, learn from, 教师示范发音，学生静听、模仿、跟读，并拼读。
5、教师接着介绍课文中人物的周末活动，然后问：how does he/she spend his/ her
weekends? 通过手势、表情让学生理解该句的意思，引导学生用he/ she often ... 和 sometimes he/ she... 回答，板书学习单词sport, catch, of course
6、让学生分层次练说句型how does he/she spend his/ her weekends? he/ she
often ... 和 sometimes he/ she...
7、让学生看图、听录音，整体理解对话。
step5 practice and consolidation
1 让学生听录音，模仿跟读。
2 学生小组分角色朗读。
3 在熟读的基础上让学生在小组内试着表演对话。
4 游戏活动：看看、说说。让一个学生做动作，其他学生用英语描述。
step6 homework
听本课对话的录音，要求学生跟读、读熟，并能够在小组内进行表演。
第二课时
一、教学内容
5b. unit 8 b部分 look, read and learn
二、教学目标
1 通过复习能正确熟练掌握a部分会话，并能表演对话。
2 能正确地运用对话中出现的日常交际用语进行交际活动。
3 熟练掌握b 部分 look, read and learn中出现的四会单词。
三、教学重、难点
能正确熟练地掌握b部分出现的四会单词。
四、课前准备
1 准备本课会话的投影片。
2 准备录音机和磁带。
3 准备本课b部分出现的单词的图片。
4 黑板上预先写好课题unit 8 at the weekends
五、教学过程
step1 listen to a song
stpe2 free talk
step3 revision
1 出示本课对话投影片，师生看图问答。
2 学生看图小组内表演对话。
3 活动：listen and act---学生听教师口令边说、边做动作，复习
动物类单词,活跃课堂气氛，为新课学习进行铺垫。
step4 presentation and drill
1 出示b部分单词的图片，让学生看图，教师可引导学生谈论图片，如：look at my pictures. there
are many insects. look, this is an ant. it's lovely. do you like it?
2 教授单词an ant,让学生听录音进行静听、模仿、跟读、拼读。
3 分层次拼读单词 an ant
4 同样方法学习其余七个单词
5 游戏活动：what's missing?---把两张或三张图片展示给学生看，然后抽掉其中一张，让学生说出被抽掉的那一张图片的单词
step5 practice and consolidation.练习和巩固
1. 竞赛活动：学生看图，分组认读、拼读单词，看哪组说得又快又准确。
2 . 小组活动：do a survey---设计do you like...? yes, i do./ no, i
don't.问答练习，小组开展调查活动，完成活动调查表
3. 小组推选代表汇报调查情况。
step5 homework
抄写本课所学的四会单词。
第三课时
一、教学内容
5b .unit 8 c部分 ask and answer
二、教学目标
1 复习本单元所学词汇。
2 掌握句型how do you spend your weekends?及其回答i often ...
三、教学重、难点
四会掌握句型how do you spend your weekends?及其回答i often ......
四、课前准备
1 准备本课会话的投影片。
2 准备本课b部分出现的单词的图片。
3 准备本课c部分出现的图片。
4 黑板上预先写好课题 unit 8 at the weekends
五、教学过程
step1 learn to sing
step2 free talk
step3 revision
1 出示本课对话投影片，师生看图问答。
2 学生看图小组内表演对话。
3 出示本单元单词图片,让学生看图认读单词，复习所学的词汇。
step4 presentation and drill
1 出示几组图片，让学生根据图片内容边做动作，其余学生根据其动作说出该动词词组，可在小组间进行竞赛，激发学生的学习兴趣。
2 教师做出弹琴的样子说：i like playing the piano. i often play the piano
at the weekends. how do you spend your weekends? 引导学生回答 i often ...
3 师生问答，运用how do you spend your weekends? i often ...句型。
4 竞赛活动：连锁操练---一个学生边做动作边说i often ...然后问另一个学生how do you spend your weekends?依次类推进行问答练习。
5 出示c部分第一幅图，教师与一个学生示范，然后其他学生在小组内模仿、练说。
6 小组汇报表演。
7 教师指导学生进行笔头练习--- how do you spend your weekends? i often ...
step4 practice and consolidation
1 小组活动：调查统计表----学生五人一个小组，运用how do you spend your weekends?i often ...句型进行小组调查，完成调查统计表。
2 小组汇报调查结果。
step5 homework
看c部分图片造句。
第四课时
一、教学内容
5b.unit 8 d部分 look and say
二、教学目标
1 复习本单元所学对话和词汇。
2 学习并掌握句型how does he/ she spend his/ her weekends?及其回答he/ she
often ... sometimes he/ she ...
三、教学重、难点
四会掌握句型how does he/ she spend his/ her weekends?及其回答he/ she
often ... sometimes he/ she ...
四、课前准备
1 准备d部分出现的投影片。
2 在黑板上预先写好课题unit 8 at the weekends.
五、教学过程
step1 learn to sing a song
step2 free talk
step3 revision
1 出示本课对话投影片，学生看图用英文描述。
2 学生表演对话。
3 出示图片，让学生看图快速认读单词，复习所学的词汇。
step4 presentation and drill
1.双簧表演---全班提问how do you spend your weekends?
台前两个学生一个造句另一个做动作 i often... 教师在他们回答后问全班：how does he/ she
spend his/ her weekends?引导学生回答he/ she often ... 教师说：yes.
and sometimes he/ she ...
2 .教师示范句型，边说边板书：how does he/ she spend his/ her weekends? he/
she often ... sometimes he/ she ... 通过动作、表情让学生理解并让学生学说。
3 .出示投影片, 指导学生看图，谈论图片, 分层次让学生练说 how does he/ she spend his/ her weekends? he/ she often ... sometimes he/ she ...
（1）学生小组内模仿句型、练说, 然后小组汇报。
（2）教师指导学生进行笔头练习--- how does he/ she spend his/ her weekends?
he/ she often ... sometimes he/ she ...
step5 practice and consolidation
游戏活动1：做做、猜猜---请一个学生到台前表演动作，第二个学生背对着第一个学生，全班提问how does he/ she
spend his/ her weekends? 让第二个学生运用he/ she often ... sometimes
he/ she ...句子来猜一猜。
step6 homework
看d部分图片造句。
第五课时
一、教学内容
5b unit 8.e部分 read the passage, f部分think and guess, g部分listen
and repeat和h部分 sing a song
二、教学目标
1 通过复习，能较熟练地掌握本单元所学的词汇.
2 能较熟练地在情景中运用本单元所学的日常交际用语.
3 听懂、会说、会读并理解e部分 read the passage.
4 了解字母组合ee在单词中的读音。
5 能熟练表演唱本单元出现歌曲。
三、教学重、难点
能正确地运用句型how do you spend your weekends? i often... how
does he/ she spend his/ her weekends? he/ she often ...
sometimes he/ she ...并能在具体情景中以口、笔头形式进行交流。
四、课前准备
1 准备e、g部分出现的投影片。
2 准备本课对和词汇的投影片和图片。
3 在黑板上预先写好课题unit 8 at the weekends.
五、教学过程
step1 sing a song 表演唱英文歌曲we know.
step2 free talk 师生交流
step3 revision 复习
1 出示b部分词汇图片，教师快速展示图片，学生认读三会单词、拼
读本课四会单词，用竞赛活动的形式鼓励学生参与。
2 出示本课对话投影片，学生表演对话。
3 用本课所学句型how do you spend your weekends? i often... how
does he/ she spend his/ her weekends? he/ she often ...
sometimes he/ she ...来调查周围同学的周末活动。
step4 read the passage
1 出示e部分的投影片，指导学生看图，引出生词glow和fight.
2 让学生边听录音边看图，理解整篇短文意思。
3 在学生理解的基础上，让学生听录音模仿、跟读。
4 教师由易到难提问 how does the boy spend his weekends? what can ants
do? what can fireflies do? which insects do you like? what do
you think of insects?
step5 listen and repeat
1 出示单词投影片，让学生认读bee, see, sleep, tree这四个词。
2 分层次朗读单词，让学生体会字母组合ee在单词中的发音，还可以让学生再试读一些单词，如：teeth, feet,
weekend
3 看图，教师示范动作，让学生理解句子，并让学生听录音跟读，朗读时注意句子的节奏---i can see some bees sleeping in the tree.
step6 think and guess
1 游戏活动：说说、猜猜---教师示范，就一种昆虫给出一些描述，再问what is it? 让学生用is it ...?来猜答案。
2 小组开展游戏活动。
step7 sing a song---表演唱本课的英文歌曲 we know.
step7 homework
运用本课所学句型how do you spend your weekends? i often...how does
he/ she spend his/ her weekends? he/ she often ...sometimes he/ she ...进行交流。
6B Unit 篇11
unit 7 a letter to a penfriend (第一教时)
一 教学内容：1. 听得懂、会说、会读、会拼写单词： glue, write a letter. 2. 听得懂、会说、会读单词：writing paper, an envelope, e-mail address, a fax number, a postcard3.会写英文信封。二 教学目标：1. 能听懂、会说、会读、会拼写单词： glue, write a letter. 2. 听得懂、会说、会读单词：writing paper, an envelope, e-mail address, a fax number, a postcard3.会写英文信封。三 教学重点和难点：听得懂、会说、会读、会写句型：can i have…? what for? i want to…四 课前准备：b教学挂图，录音机和磁带,明信片，信纸和信封五 教学过程教学环节教师活动学生活动
a free talk
1.--do you have any friends? who’s your friend? do you have any penfriends? you can write letters to each other.板书：a letter to a penfriend 并领读。
b presentation1. if we have a penfriend. we should write letters. what do we need to write a letter?引出单词writing paper, an envelope并领读。2. 用英语示范写信和信封的过程，渗透相关单词。3.呈现b挂图：this is liu tao’s study. look at the things in it.在复习writing paper, an envelope的前提下学习其余单词：e-mail address, a fax number, a postcard， a telephone number, glue .
c practice1.放录音，组织学生跟读单词。2.猜谜巩固单词：(1)、liu tao’s mother is now in guangzhou. liu tao is in nanjing . he wants to speak to his mother. i can help them . what am i ?(2).i want to write a letter. what do i need?(3).i want to set a fax. what do i need?(4).i want to write an e-mail. what do i need？
d write a letter1. 以p59的信封为例，指导学生如何写信封。（注意中文信封和英文信封的不同写法）2.通过浏览e 的一封信，了解英文信的格式。六 板书设计:unit 7 a letter to a penfriendwrite a letter write an e-mailan envelope a fax machinewriting paperpostcard a telephone number七 作业设计:一. 熟读e的一封信,了解写信人和收信人的一般情况。二. 仿照e的一封信，写一封英文信，包括信封。三. 英汉互译。1. 电子邮件地址__________ 2.传真号码__________3.一些信纸__________ 4、写信__________ 5、我的笔友__________八 教学反思：本单元主要围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把相关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机地结合起来，并运用于对话和课文中。其实本课的内容教授学生如何写一封信就是对前面所学内容的一个综合运用，通过这封信看学生对所学句型能不能做到灵活运用。针对这一特点，我呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的各种形式和具体操作过程。努力利用多种资源，为学生们创造与外籍朋友通信的条件，同时引导学生运用所学语言参与实际交流，培养了他们综合运用语言的能力，教学中，根据学生的兴趣特点开展了丰富多彩的活动，并渗透了英文书信的写信格式，让学生试着把口头说的转变成笔头写的，从听、说、读、写各个方面综合所学。
unit 7 a letter to a penfriend (第二教时)
一 教学内容：1.听得懂、会说、会读、会写句型：can i have…? what for? i want to… 2.能有表情地诵读歌谣：i want to write a letter.二 教学目标：1.听得懂、会说、会读、会写句型：can i have…? what for? i want to… 2.能有表情地诵读歌谣：i want to write a letter.三 教学重点和难点：听得懂、会说、会读、会写句型：can i have…? what for? i want to… 四 课前准备：录音机五 教学过程教学环节教师活动学生活动
a revision1.检学生的复习情况，组织学生读e部分的信，并且就信的内容进行提问：who is this letter for/from? how old is liu tao? what are liu tao’s favourite subjects?2. 组织学生同桌间相互读信，然后集体交流。
b presentation1. 从以上读信活动导入新知：can i have your letter?暗示对方说：what for? 然后说：i want to read it to the students.呈现类似的情景如：can i have a pen? … i want to write a letter. 2. 在学生了解意思的情况下板书：---can i have a/an/some/the….?---what for?---i want to…---sure. here you are. 3.领读板书。
c practicec. look and say.1.师生对话提供示范：---can i have a postcard? ---what for? ---i want to write to tim.---sure. here you are.2.组织同桌问答操练。3.组织集体口头交流。4.组织六个学生在黑板上板书，其余学生在书上完成1，4，6。5.组织集体校对。
d say a rhyme
组织学生听录音，读诗。六 板书设计:unit 7 a letter to a penfriend--can i have a/an/some/the….?---what for?---i want to…---sure. here you are.七 作业设计: 根据中文提示翻译句子，每格一词。1. 我可以用你的油画棒吗？为什么？我想画画。 can i _____ your crayons? what _____? i _____ to draw _____.2. 我想写封电子邮件给我的笔友。 i want _____ write an _____ to my _____. 我想成为你的朋友。i _____ to be your _____.抄写相关句型。八 教学反思 本课主要要求学生掌握写信的相关句型，及can i have ……？ what for? 上节课中已经学会了一些写信相关的一些词汇，这节课可以在复习的基础上引入本课所学句型，根据日常生活中写信的要求，写信的格式逐渐渗透相关内容，让学生在真实的语境中习得所学。
unit 7 a letter to a penfriend (第三教时)
一 教学内容：1.听得懂、会说、会读、会拼写单词：also, 听得懂、会说、会读日常交际用语：i hope so . what should i do?2.学习课文a。3.了解写电子邮件的常识，完成f、think and write.二 教学目标：1.听得懂、会说、会读、会拼写单词：also, 听得懂、会说、会读日常交际用语：i hope so . what should i do?2.学习课文a。3.了解写电子邮件的常识，完成f、think and write.三 教学重点和难点：学习课文a。四 课前准备：录音机，一封信五 教学过程教学环节教师活动学生活动
a free talk1.--look, here’s a letter from my friend.--today, we’ll learn part a. it is about liu tao. he’ll write a letter to his penfriend.
b presentation1. 听录音，了解全文的结构。2. 逐段分析课文：（1）yesterday afternoon, liu tao read about an english boy, peter, in the newspaper. what does liu tao want to do?放录音第一段，让学生找到答案：he wants to write to peter and to be his penfriend.组织学生听录音跟读该段。(2) –what does liu tao need to write a letter?放录音第二段，答案：he need some writing paper, an envelope and some stamps.组织学生听录音跟读该段。（3）组织学生自学该段，完成文后的表格。 提问：where does peter live? does he have any brothers or sisters? what are his hobbies? 组织学生听录音跟读该段。3.听录音跟读课文。4.分角色朗读课文。
c consolidationf.think and write1、组织学生阅读f部分有关peter的资料，加深对他的了解。2.介绍书信外的另一种通讯方式——e-mail.3.让学生观察书中e-mail 的格式，找出与书信的不同之处，体会新通讯方式的好处。4.独立完成练习，并组织校对。六 板书设计: penfriend wantedname: peter whiteage: 12city:_______________family:mun, dad,_____and ____.hobbies:______________________unit 7 a letter to a penfriend七 作业设计:一. 根据中文提示翻译句子，每格一词。1. 我的爱好是集邮和制作模型飞机。my ____ are collecting ____ and ____model _____.2. 我想成为一个医生。i want to _____ a ____.3. 你想给谁写信？_____do you _____ to write _____?二.仿照d的表格准备一张征集笔友的个人资料卡八 教学反思 本课从谈论自己的笔友入手到着手给笔友回信入手，把“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机结合起来，教学中根据前面两节课的渗透让学生自然的说出写信需要说得相关内容，这样学生在自然而然中逐渐认识了本课文章。
unit 7 a letter to a penfriend (第四教时)
一 教学内容：1.了解字母组合ur在单词中的读音。2.完成d.listen and write。二 教学目标：1.了解字母组合ur在单词中的读音。2.完成d.listen and write。三 教学重点和难点：完成d.listen and write四 课前准备：录音机五 教学过程教学环节教师活动学生活动
a revision组织学生根据自制的个人资料卡进行简单的自我介绍：my name is …i’m … years old. i live in …. there are … people in my family. they are …. my telephone number is …. ….
b presentationd. listen and write1.介绍对话背景，呈现词组：fill in the forms2.指导学生听录音的技巧：（1）放录音，整体感知听力内容。（2）针对所要完成的表格，指导学生有目的地听对话，并填写。（3）边听录音边校对答案。3.根据填好的表格组织学生即兴介绍helen brown.
c phonetic symbolsg. listen and repeat1.组织学生听录音跟读单词和句子。2.让学生在读中体会ur 字母组合的发音。3.让学生找到其他符合这种情况的单词：六 板书设计: x kb1.c omunit 7 a letter to a penfriendfill in the form ur / / ir, er七 作业设计:判断下列单词的划线部分读音是否相同。1. hurt nurse ( ) 2.bird thirty ( )3. turn term ( ) 4. doctor teacher ( )5. her sister( ) 6. father mother ( )copy some sentences.review and make a dialogue.八 教学反思 真实的语境由于与日常生活息息相关，所以学生对所学句型能够记得更牢，本课的听力练习相信学生在前面句型熟练的基础上，能够起到事半功倍的效果，教师在完成的基础上，可以让学生来进行自我介绍，向别人介绍，更好的对自身，对别人有更好的了解，让班级的学生们在互相了解中更好的相处。
unit 7 a letter to a penfriend (第五教时)
一 教学内容：完成补充习题册上本单元相关练习。
unit 7 a letter to a penfriend (第六教时)
一 教学内容：完成拓展练习册上本单元相关练习。
6B Unit 篇12
单元课题
unit 7 a letter to a penfriend
教材与学情分析
书信是促进人们相互了解、相互沟通的重要形式。本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机地结合起来，并运用于对话和课文之中。本单元既呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的多种形式和具体操作的过程。教师在教学中可根据学生的兴趣和需要开展丰富多彩的活动。在教学过程中，应利用多种资源，努力为学生们创造与外籍朋友通信的条件，引导学生运用所学语言参与实际交流，以培养他们的综合语言运用能力。
单元教学目标
1、 听读、辨认元音字母组合ur在单词中的读音。
2、 能听懂、会说、会说和会拼写单词 penfriend, also, glue, write a letter
3、 能听懂、会说和会读单词和词组a postcard, finish, receive, subject, writing paper, an envelope, an e-mail address, a fax number,
4、 能听懂、会说、会说和会写句型i want…. i want to do….
5、 能听懂、会说、会读日常交际用语和句型what for? i hope so. can i have…? what should i do?
6、 会诵读歌谣：i want to write a letter
单元教学重点
1、 能听懂、会说、会说和会拼写单词 penfriend, also, glue, write a letter
2、 能听懂、会说、会说和会写句型i want…. i want to do….
单元教学难点
1、 能听懂、会说、会说和会拼写单词 penfriend, also, glue, write a letter
2、 能听懂、会说、会说和会写句型i want…. i want to do….
计划教时
六教时
课 题
unit 7 a letter to a penfriend
教学内容
b. look, read and learn
教学目标
1、听懂、会说、会读、会拼写单词 glue.
2、听懂会说会读单词和词组envelope, postcard, fax machine, telephone number
教学重点
熟练掌握b部分词汇。
教学难点
熟练掌握b部分词汇。
教具准备
教具准备：信纸、信封、明信片、胶水的实物；b部分教学挂图
课时安排
第1课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
organization.
1. greeting.
2.free talk. ( 以 unit 6 句型， 会话内容为主题)
sing : will you join me ?(可举办歌唱比赛)
presentation and practice.
本部分重点介绍了几种常见的通信设备及相关的词汇。
1、e-mail 在5b就已学过，在此只需稍加复习。
2、telephone number.
t: my telephone number is ..... what's your telephone number?
以此检查学生理解程度，telephone number虽未出现过，但两个单词学生都理解，所以个词并不难。
3、教师出示图片，请学生听录音，找出学得最快的学生，以此培养学生自学能力。
1writing paper ,envelope, post card, glue
这四个词均可由实物直接引出，因为教师已布置学生提前预习，所以可请英语发音较好的
学生上台当小老师教其他同学 。重点操练glue拼写。
2听录音，模仿跟读。
3小组合作，4人为一组，分别读b部分词汇，请其他成员查找错误并纠正。
consolidation .
教师可设计一些游戏帮助学生巩固b部分。
1、a good memory:
2、listen and point:
3、a guessing game:
可将本部分词汇设计为谜语，如下：liu tao's mother is now in guangzhou.liu tao is
in nanjing. he wants to speak to his mother. i can help them. what am i?
1将教学挂图的每一物品标号，一学生说序号，请另一学生不看，而只凭记忆说出其相应单词。
2此游戏可请掌握较慢的学生参加，一学生说英文，请两位学生比赛看哪一位指得最快。游戏
虽然简单,但也可以让他们感到学习英语的乐趣。
s: you're a ...
教师可布置学生课后自编谜语，下一节课同学交流。
assigning homework.
1、 听录音，熟读b部分词汇。
2、 根据b部分词汇，自编谜语。
3、 预习c部分句型。
板书
unit 7 a letter to a penfriend
b. look, read and learn
envelope, postcard, fax machine, telephone number
课 题
unit 7 a letter to a penfriend
教学内容
c. look and say
教学目标
1、 复习b部分词汇。
2、 听懂、会说、会读、会写句型：can i have...? what for ? i want to ... sure. here you are.
教学重点
在真实情景中自然操练c部分句型。
教学难点
在真实情景中自然操练c部分句型。
教具准备
1、 教具准备：b、c部分教学挂图；c部分句型卡片
课时安排
第2课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
a. greeting.
b. revision.
出示b部分挂图，开始读单词，看哪一组火车可以不断，即为获胜组。
请学生拿出前一课布置准备的谜语，念给同学们猜。
c.presentation and practice.
1、 教师出示准备好的c部分句型卡片，因没有生词，
2、 教师可与学生作示范：
t：can i have a postcard ?
t: i want to write to tom .
3、教师可将全班学生分为a、b两个大组，每组分别担任不同的角色，如a组担任班
级的“材料保管员”，b组负责完成教师布置的任务。教师可设计“writing to teacher",
"drawing a picture", "making a kite"等任务，b组学生在完成以上任务时首先向
学生自由朗读。
s: what for?
s: sure. here you are
a组
领取材料，在此过程中，a、b两组学生必然要用can i have....? what for ?i want to
.... sure. here you are.等句子进行交流，在完成各自任务的过程中自然运用语言。
回到课本中，请学生2人一组，操练c部分图片。
d.consolidation.
1、本部分均为四会内容，其中要向学生特别强调i want to +动词原形。
2、同桌合作，可用身边所有的学习用品来操练本部分句型。
e.assigning homework.
1、 看c部分图片，写句子。
2、 自由扩充操练c部分句型。
3、 预习a部分对话。
板书
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
can i have...? what for ? i want to ... sure. here you are.
课 题
unit 7 a letter to a penfriend
教学内容
a. listen read and say
教学目标
1. 听懂、会说、会读并会拼写单词penfriend, also
2. 听懂、会说、会读词汇subject, e-mail address
3. 听懂、会说、会读日常交际用语i hope so. what should i do?
4. 正确理解、掌握对话内容，并能朗读、表演对话。
5. 运用本课所学知识，鼓励学生大胆用英文与国外友人沟通
教学重点
1. 正确理解、掌握对话内容，并能朗读、表演对话。
2. 运用本课所学知识，鼓励学生大胆用英文与国外友人交流。
教学难点
1. 正确理解、掌握对话内容，并能朗读、表演对话。
2. 运用本课所学知识，鼓励学生大胆用英文与国外友人交流。
教具准备
1. 教具准备：一封信，a部分教学挂图，对话第二部分打乱顺序的句子卡片。
课时安排
第3课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
a. greeting.
b. revision.
1. 学生间自由操练c部分句型。教师可与一学生问答引出，再由学生进行。
2. 两位学生合作，教师现场说一物品，如writing paper，请学生快速按照c部分句型编对话，注意所说动作要与所给物品相配。
c. presentation and practice.
本部分对话内容较长，如果一课时完成，学生会感觉很吃力，所以可将此对话分为三部分进行教学：
第一部分为引言部分，交代对话的背景；第二部分为liu tao向妈妈要一些写信的材料，准备给写信；第三部分为liu tao向妈妈介绍peter的主要情况，并和妈妈讨论回信的内容。
本教时安排如下：本部分生词及对话第一、二部分。
1教师出示penfriend, also, subject, e-mail address这四个词汇，因为课前已布置学生预习，可请学生当小老师上台教读，并讲解中文意思。
2. 教师出示自己收到的一封信，告诉学生：look! here's a letter from my penfriend. 并出示教学挂图，告诉学生： liu tao also wants a penfriend. 以谈话式的教学引入课题。
3.教师让学生听引言部分录音。听完录音后，请学生回答问题，引导学生进入对话情景。
question 1.who did liu tao read about yesterday afternoon?
2.what did peter want in china?
3. what would liu tao like to do?
因为对话第二部分是c部分已学过的句型，所以教师可采用巩固方式引出新内容。教师课前将此部分的句子打乱顺序写在卡片上，现将卡片贴于黑板上，请学生4人为一组，共同讨论，看哪一组学生可以最先排列好顺序，并请该组成员每人教读一句。如：
( )thank you.
( )i want to write a letter.
( )sure. here you are.
( )what for, dear?
( )mum, can i have some writing paper, an envelope and some stamps, please
d. consolidation.
1. 听录音，跟读对话部分。
2. 请语音教好的学生读其中一句，其他学生快速读出下一句。
e. assigning homework.
1. 听录音，熟读已学过的对话。
2. 预习未学部分。
3. 根据对话的第二部分，请学生自编问题，下一节课同学间交流。
板书
unit 7 a letter to a penfriend
a. listen, read and say
envelope, postcard, fax machine, telephone number
课 题
unit 7 a letter to a penfriend
教学内容
a. listen read and say（第三部分）
教学目标
1. 听懂、会说、会读并会拼写单词penfriend, also
2. 听懂、会说、会读词汇subject, e-mail address
3. 听懂、会说、会读日常交际用语i hope so. what should i do?
4. 正确理解、掌握对话内容，并能朗读、表演对话。
5. 运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。
教学重点
1.正确理解、掌握对话内容，并能朗读、表演对话。
2.运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。
教学难点
1.正确理解、掌握对话内容，并能朗读、表演对话。
2.运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。
教具准备
1. 教具准备：a部分教学挂图，写好问题的卡片，自录 peter自我介绍的录音带。
课时安排
第4课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
a. greeting
b. revision
上节课已布置学生准备问题，教师可事先检查，找出较好的问题，请该学生提问。问题大致如下： question 1:does liu tao want to have a postcard?
2.what does liu tao want to have?
3.what does liu tao want to do?
1. 根据英语掌握程度，分层次请学生朗读、背诵、表演已学的对话。
c. presentation and practice.
本节课教学内容为对话的第三部分，liu tao与妈妈谈论他的新笔友peter以及如何给peter回信，是本篇对话的重要内容。
1. 教师在课前自录一段 peter自我介绍的录音，将peter的有关情况直观、形象地展示给学生，让学生们和对话中的liu tao一起了解peter，再帮助liu tao一同向妈妈介绍peter的情况，并和liu tao的妈妈一起建议liu tao如何回信。通过这些设计，将学生由对话情景的旁观者变为参与者，让学生置身于对话情景之中主动学习。录音内容如下：
dear friend:
i'm peter. i'm from the uk. i want a penfriend in china.
please listen to my self-introduction.
i live in london. i have a brother and a sister. i like listening to music and making model planes.
waiting for your letter in reply.
with best wishes
peter
学生听完两遍录音后，教师将准备好的问题卡片贴于黑板上，将全班学生分为四大组，每一组派出一名代表上台选择问题进行回答。问题如下：
question 1. who's peter?
2. where does he live?
3. does he have any brothers or sisters?
4.what are his hobbies?
3.“liu tao的妈妈建议如何回信”这一部分可让学生直接打开书，4人为一组合作自学：一学生读对话，
d. consolidation.
1. 听录音，跟读本节课所学对话。
2. 活动——自我介绍。
为增强此项活动的趣味性，可以要求学生在写自我介绍时不提到自己的名字；再将全班分为6-8组，把收上来的个人简介打乱发给每个学生，让学生通过阅读猜出作者是谁。
e.assigning homework.
1. 听录音，熟读并背诵、表演a部分对话。
2. 写一篇自我介绍。
板书
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
subject, e-mail address
i hope so. what should i do?
课 题
unit 7 a letter to a penfriend
教学内容
d. listen and write/ e. read, think and write/ f. think and write
教学目标
1. 培养学生正确的听力习惯，提高听力水平。
2. 向学生介绍英文书信的书写方法。
3. 鼓励学生大胆用英文与国外友人沟通
教学重点
1. 培养学生正确的听力习惯，提高听力水平。
2. 向学生介绍英文书信的书写方法。
教学难点
1. 培养学生正确的听力习惯，提高听力水平。
2. 向学生介绍英文书信的书写方法。
教具准备
1. 教具准备：录音带，教学挂图
课时安排
第5课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
a. greeting.
b. revision.
1. 请几位学生上台进行自我介绍。
2. 背诵、表演a部分对话。
c. presentation and practice.
1. listen and write
本部分为一段有关helen在笔友俱乐部征集笔友的对话，
2） 教师播放全文录音，
3） 教师与学生共同讨论练习答案，并分析错误原因，找到解决方法。
2. read , think and write
本部分展示了liu tao 写给peter的信，要求学生在阅读来信的基础上帮助peter给liu tao回信，重点训练学生的阅读理解能力和写作能力。
1） 教师先引导学生自己阅读本课的语言材料，理解句子含义。读本部分出现的生词，教师可采取不同的处理方法：可在阅读前讲解，也可启发学生通过上下文猜测。
3.think and write
本部分是peter给liu tao的回信，介绍了除书信以外的另一种通讯方法e-mail，或称电子邮件。
要求学生通过听录音完成填表练习。1） 在学生听录音前，教师可先引导他们看练习的引言部分，让他们了解对话主题，预测可能听到的内容，做好心理准备。
鼓励学生逐步养成整体接受语言材料的习惯；再指导学生在听的过程中完成填表练习。 引导学生分组讨论liu tao的来信和peter的回信，通过问答，如询问“how old is liu tao? where does he live? does he have any brothers or sisters?”等深入浅出的问题让学生理解信中的内容。
让学生观察并自己总结信件的格式，写法，包括地址、日期、起首语、结尾问候语的处理方法。
1） 通过问答如who's peter? where does he live? 等，让学生记起a部分关于的一些资料。
2） 让学生仔细阅读f部分有关的资料，让学生加深对peter的了解。
3） 让学生观察书中e-mail的格式，鼓励他们说出与书信的不同之处。
4） 鼓励学生完成练习，或请学生2人一组完成填空练习。
d. assigning homework
1. 将d部分录音内容重新认真地听一遍。
2. 模仿e部分，用英语给同学或老师写一封信。
板书
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
课 题
unit 7 a letter to a penfriend
教学内容
g. listen and repeat/ h. say a rhyme
教学目标
1. 了解字母组合ur在单词中的读音。
2. 有表情地诵读歌谣 i want to write a letter.
教学重点
1. 了解字母组合ur在单词中的读音，并能扩充举例。
2. 正确理解歌谣含义，并能有表情地诵读。
教学难点
1. 了解字母组合ur在单词中的读音，并能扩充举例。
2. 正确理解歌谣含义，并能有表情地诵读。
教具准备
1. 教具准备：教学挂图，录音带
课时安排
第6课时
教 学 设 计
教学步骤
教师活动
学生活动
备 注
a. greeting.
b. revision.
教师可以根据d部分录音资料，提问相关问题：
question 1. how old is helen?
2.does helen live in nanjing?
3.what's the name of helen's school?
4.what are helen's hobbies?
c. presentation and practice
1. listen and repeat.
本部分是语音训练项目，教师可指导学生正确朗读单词及句子，并让他们体会字母组合ur在单词中的读音。
1） 教师让学生自己朗读单词，边读边体会字母组合ur在单词中的读音。
2. say a rhyme.
1） 指导学生听录音跟读单词和句子。
2） 教师可引导学生朗读，也可在学生中展开朗读竞赛，看谁读得又快又准。
3） 教师也鼓励学生自己归纳整理其它例词，编写成绕口令或句子练习朗读。
1） 教师播放录音，引导学生按节奏诵读。
2） 诵读时要求要求学生根据节奏或内容做动作，让学生感受歌谣的韵律美，以帮助记忆。
3） 可鼓励学生替换歌谣中的部分内容或自编歌谣诵读。
e. doing exercises.
1.listen and number
听录音，根据所听到内容的先后顺序, 在相应图中的方框内写上序号。
教师让学生先看图，用英语说出节目名称，再做此练习。2.listen, read and judge
听录音，读句子，根据所听内容判断句意是否相同。教师让学生先看句子，读懂大意，听录音时注意进行方法指导。
3.look, read and do the crossword读句子，根据句子中的图片在方格内填写单词，使句意完整。教师让学生通读每一句话，猜测所缺单词。
4.look and write看图。根据上下文完成句子。
5.read and complete朗读并完成句子。教师结合此项练习，对学生进行方法指导。
6.read and answer朗读短文，根据短文内容回答问题。
finish the exercise
f. assigning homework
1. 教师将《练习册》中的听力练习在课堂中完成，笔试部分可有选择地作为家庭作业。
2. 朗读并抄写本单元要求四会的单词和句子。
3. 背诵并表演或自创对话。
4. 鼓励学有余力的学生用英语与外籍朋友或其他学校的学生通信。
do the exercise and act out the dialogue
板书
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
6B Unit 篇13
unit 2more exercise
一、 单词
low低high高slow慢fast快late晚early早far远well好/语气词bad糟糕的、坏的true正确的fish鱼（goldfish金鱼）exercise练习matter事件problem问题player运动员，演员worry担心idea主意jog慢跑will将**traffic 交通
二、词组：
1. be good at 擅长 2.do well in 擅长(do better in 更擅长)
3.do more exercise做更多的锻炼 4.as strong as 和…一样强壮
5.the other children 其他的孩子 6.want to do better 想做得更好
7.what’s the matter?怎么啦？ 8.well done 做得不错、干得好
9.run faster than me 跑得比我快 10.run as fast as him 跑得和他一样快
11.a good football player一个好的足球运动员 12.jump very high跳得很高
13.do other things better than your classmates做其他事情比你的同班同学好
14.jump higher than 跳得比…高 15.thats true.对的。
16.some of the boys 某些男孩 17.dont worry.别担心。
18.get stronger变得更强壮 19.a good idea一个好主意
20.jog to school慢跑去学校 21.play ball games玩球类运动
22.read better than all of us 读得比我们所有人好
23.want to do=would like to do想要做...
24.read the new words for the class为全班同学读生词
25.get up earlier 更早的起床 26.every day 每天
27. after school 放学后 28.start our lesson 开始上课
29.all the other children 所有其他的孩子
三、副词比较级（用于行为动词后面）：
直接加er/r：low-_______slow-_______high-________ fast-______late-_____
去y改i加er：early-earlier
不规则变化：far-farther, well(good)-better , much/many-more bad-worse
四、句型：
i get up early than you.我起床比你起得早。
ben runs faster than jim.本跑得比吉姆快。
do the boys jump higher than the girls? yes, they do.男生们跳得比女生们高吗？ 是的。
does jim swim slower than david? 吉姆游得比大卫慢吗？
no, he doesn’t. david swims slower than jim.不，大卫游得比吉姆慢。
i’m good at chinese.=i do well in chinese.我擅长语文。
（i am not good at chinese.=i don’t do well in chinese.）
jim is good at english. =jim does well in english.吉姆擅长英语。
(jim isn’t good at english.=jim doesn’t do well in chinese.)
jim is not as strong as the other boys. 吉姆不如其他男生强壮。
mike runs as fast as ben.迈克跑得和本一样快。
i think you do other things better than your classmates.
我认为你做其他事情比你同班同学好。
the traffic was heavier than yesterday.交通比昨天拥挤。
6B Unit 篇14
unit 1who is younger?
一、 单词:
than比 chat聊天 young年轻的 old年老的 strong 强壮的 fat胖的
thin 瘦的 heavy 重的 light轻的 short短的、矮的 long 长的 tall高的 small小的 big大的 sit(sat)坐 meet(met)遇见、见面 twin (双胞胎)之一 as作为 minute分钟 only惟一的、仅有的 child孩子(children孩子们) little小的 cute伶俐的、可爱的 also也 centimeter 厘米
height身高 weight体重 worm蠕虫
二、 词组:
1.onsundaymorning 在星期天早晨 2.goforawalk 去散步
3. look the same 看起来一样 4. one day某一天
5.as tall as 与…..一样高 as fat as 与…..一样胖as long as 与….一样长
6. shorter than 比….矮bigger than比 大heavier than比 重
7. twenty minutes younger小二十分钟 8.one year older大一岁
9.sit down under a big tree 坐在大树下 10.be glad to do 非常高兴做某事
11.see them/him/you看见他们/他/你 12.look different看起来不同
13.a twin sister 双胞胎姐妹 14.my classmate/deskmate我的同班同学/同桌
15.how old 多大 16.the only child 仅有的一个孩子 17.a cute little dog一只可爱的小狗 18.get a brother 得了个弟弟
19.a tall boy 一个高个子的男孩 20.a young teacher 一位年轻的教师21.some heavy boxes 一些重的盒子 22.whose classroom 谁的教室
23.your old friend(s)你的老朋友 24.a heavy schoolbag 一只重的书包
25.a strong goalkeeper 一个强壮的守门员26.brothers and sisters兄弟姐妹
27.the girl in red 穿红衣服的女孩 28.yours or mine 你的还是我的
29.look young 看起来年轻 30.have a chat 聊天、闲谈
31.asksome questions问一些问题
三、 形容词比较级:
a.直接加er/r
tall---________light----________young--_________old---________strong--___ small--_________late---_________long---_________short--________
b.双写加er big-------_________ fat-----_________ thin---________
c.去y改i加er heavy---_________
四、 句型:
1、whos younger than him ? 谁比他年轻？
my brother is younger than him . 我弟弟比他年轻。
2、are you as tall as tom ? 你和汤姆一样高吗？
3、do you have any brothers or sisters?yes,i do .
no,i don't. i have a brother./i have a sister.
4、whose schoolbag is heavier,yours or mine ?
mine is./my schoolbag is heavier than yours .
6B Unit 篇15
unit 8 at the weekends e f部分教学设计
一、 教学目标：
1, 能听懂、会说、会读carry, special, glow, primal school,other
2, 能听懂、会说、会读e:read the passage.
3, 能简单描述有关昆虫的特点，并能根据其特点进行猜谜游戏
4、培养学生对昆虫的兴趣，从小树立保护大自然的意志
二、 教学重、难点
1, 能听懂、会说、会读carry, special, glow, primal school,other
2, 能简单描述有关昆虫的特点，并能根据其特点进行猜谜游戏
3、培养学生对昆虫的兴趣，从小树立保护大自然的意志
三、教学具准备：课件、录音机
四、教学过程：
一、 introduction
hello , boys and girls, i’m new here.you can call me miss yin. today i’ll have an english lesson with you. i hope we can learn a lot from each other, and we can have a good time.
二、name card
name: yinlidan
english name: amy
favourite colour: black
favourite fruit: apple
hobbies: singing and studying insects……
二、 free talk:
1、 what school are you in ? （teach : primary school）
2、 how do you spend your weekend?
3、 what’s your hobby?
4、 do you like singing?
三、 sing a song
“do you have any hobbies?”
四、 presentation
insects are our good friend. miss yin likes insects very much. so if i’m free, i will watch them and study them. do you like insects? today i’ll introduce them to you . i hope you can know more about them and love them.
1、learn “ant” “an ant”(看一段蚂蚁在自然界的录象)
describe: ant are small, but they can carry big things , yes or no?
2、describe other insects(师生互动，边复习边谈论昆虫的特点)
firefly, butterfly, dragonfly，bee, grasshopper
teach “carry” “special” “glow”
3、introduce other insects : cicada, ladybird
teach “other”
4、chant
5、talk about the insects:
a: what insects do you like ?
b: i like… they can/like…
6、guessing game
五、 consolidation
1、 my friend jim likes insects too. let’s know something about him.
2、 listen to the tape and do “true and false”
3、 say something about the insects.
六、 拓展
introduce a scientist who study insects.(法布尔)
七、 homework
1. talk about your favourite insect.
2. read the new words and passage.
3. try to write a short passage about your favourite animal.
6B Unit 篇16
unit 1
第一课时一 、教学内容unit 1 a: read and say.
二 、教学目标 1、 理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。
2、 正确运用日常交际用语welcome to our school. who’s that boy? i’m new here.
3、 能正确的听、说、读 单词 boy, woman, teacher, student, nurse
三、 教学重点 能正确理解对话内容，朗读对话，初步表演对话
四、 教学难点 流畅地朗读对话， 并能在理解对话内容的基础上表演对话
五、 课前准备 1、 人物图片 mike ( student ), miss li( teacher ) miss king ( nurse)
gao shan (student )
人物头饰 ben
2、 单词卡片 student, teacher, woman, teacher ,boy
六、 教学过程（一） free talk
1、 hello, nice to meet you.
2 、how are you ? / how are you this morning?
3 、are you happy today?
4 、welcome back to school.
5、 good morning. glad to meet you. welcome back to school.
（二） presentation and practice: ask and answer
1、good morning, boys and girls . glad to meet you . welcome back to school. 出示 welcome back to school. 理解并领读。
2、i have many pictures here .i like them very much. do you like them?
出示所有的图片
3、根据出示的照片复习单词 boy , girl，man, woman
4、do you know these boys and girls? (出示mike , gao shan, nancy
david, helen 的照片） ：
(1) who’s this boy? (who’s that boy?)
he’s _______. he’s a student. (学习新单词student )
(2) who’s this girl? (who’s that girl?)
she’s _________. she’s a student.
5、do you know these men and women?( 出示 miss li, miss gao
miss king , mr green, mrs green 的照片）
(1)who’s this man? ( who’s that man?)
he’s _________. he’s a teacher.(学习新单词teacher)
(2) who’s this woman?(who’s that woman)
she’s __________. she’s a nurse. （学习新单词nurse?）
（三） play a game (通过游戏复习并学习新的日常交际用语)
1、闭上眼睛猜一猜：
(1) a: who’s that ______?
b: he’s(she’s) ________.
a: he’s (she’s) a _________.
b: you’re right. ( you’re wrong)
(2) a: excuse me. are you _______?
b:: no, i’m not.
a: are you _________?
b: yes , i am.
2、让一学生戴上ben 的头饰让另一学生猜
t: who’s this boy?
s: he’s ________.
t: no, you’re wrong.
s: are you ________?
b: no, i’m not.
s: are you _________?
b: no, i’m ben.
（四） work in pairs
1、 ben与老师对话:
a: hello, i’m ben. i’m new here.
b: hello, i’m miss li. nice to meet you.
welcome to our school.
学习： i’m new here.
welcome to our school.
2、 学生与ben 对话
（五） 朗读课文
1、 听录音，跟读。
2、分段分角色朗读。
（六） act the dialogue
创设情境老师与学生的对话，然后学生与学生对话，model:
a: hello, i’m ben. i’m new here.
b: hello, i’m __________. nice to meet you. welcome to our school.
a: thank you. who’s that woman?
b: she’s miss ______. she’s our english teacher.
a: who’s that boy?
b: he’s _________ . he’s a student. (he’s my classmate.)
a: oh, time to go to class. let’s go to the classroom.
b: ok. let’s go.
1、 老师与学生示范
2 、同桌准备
3、 同桌表演
（七）homework
1、 听录音朗读对话。
2、 根据课文内容自编小对话，下节课表演。
3、 听录音，欣赏歌曲 who’s that girl?
第二课时一 教学内容unit1 b: look , read and learn;
c: ask and answer.
二、 教学目标1、 能正确地听、说、读、写词汇 a student, a teacher, a doctor , a nurse, a boy
a girl, a man, a woman, new
2、 能听、说、读、写句型who’s that_______? he’s / she’s _______. he’s/she’s a__.
三、 教学重点词汇和句型的听、说、读、写。
四、教学难点能正确地听、说、读、写词汇
五、 课前准备1、 人物教学图片及单词卡片：a student, a teacher, a doctor, a nurse, a boy. a girl,
a man, a woman
2 录音机和磁带
六、 教学过程（一 ）sing a song ：who’s that girl?
（二 ）review
1、 同桌到讲台表演准备好的对话
2、 同桌看图ask and answer: who’s that ______? he’s/she’s____?
（ 三）presentation and practice
1、教单词boy, girl, man, woman的拼读
(1) 在同桌ask and answer 时，老师把 boy, girl, man , woman 四幅图贴在黑板上，然后把这四个单词卡片打乱贴在黑板上，通过play a game 学习以上四个单词的拼写。请学生上讲台：
师问：who’s this boy?
生答： he’s _________. he’s a ________.
师问：can you spell boy?
学生找出单词卡片正确拼读 : yes, b-o-y, boy. 老师给正确的学生一红花。
(2) 用同样的方法教girl, man, woman 的拼读
2、教单词 doctor 和student, teacher, doctor, nurse的拼读
(1) 出示doctor，teacher, student, nurse 图片，让学生找出老师所说单词的图。
老师首先报：doctor. 这个单词没学过，学生通过排除的方法找出医生。
老师拿着图领读 doctor, 抽读。
（2）出示单词卡片：doctor, teacher, nurse, student,让学生把卡片贴在相应的图下面，并拼读单词，正确的给一红花。
（四 ）play a game （巩固所学单词）
游戏1：what’s missing?
把八张单词卡片贴在黑板上，静听老师说出其中七个单词，然后老师问：
what’s missing? 学生立即说出没报的单词。同样的方法复习每个单词。
游戏2：follow me.（单词卡片贴在黑板上）
全班分两大组，1、一组的一位同学报单词nurse, 另一组的一同学立即拼读：n-u-r-s-e, nurse.
2、一组的一位同学拼读b-o-y，另一组的一同学立即读出单词：boy.
回答正确得分，否则另一组得分。最后看谁的分数高。
（五）指导抄写新单词和句型
（六）homework
朗读拼读单词,准备默写单词、句型。
第三课时一、 教学内容unit 1 d: look and say. g: fun house.二、 教学目标1、听、说、读、写句型 are you ________? yes, i am. / no, i’m not.
2、正确的语音语调朗读对话，在熟读的基础上分角色朗读。
三、 教学重点1、 句型的听、说、读、写。
2、朗读对话。
四、 教学难点 句型的默写
五 、课前准备1、人物职业图
六、 教学过程（一）free talk
1、 how are you this morning?
2 、nice to meet you.
3 、who are you?
4 、who’s that boy (girl)?
5 、are you a student?
6、 are you a new student?
（二）review
1 、play a game (1)
用准备好的八幅让学生猜：
a: what picture is this?
b: a teacher.
a: yes, you’re right.
can you spell it?
b: yes, t-e-a-c-h-e-r, teacher,
a: are you a teacher?
b: no, i’m not. i’m a student.
2 、play a game (2)
把人物职业图分给一同学（不让其他学生看见，把图藏在身后），代替图的人物。
请一同学上台对话：(若学生不会，老师可先示范)
a: excuse me, are you a teacher?
b: no, i’m not.
a: are you a nurse?
b: yes, i am. ( yes, you’re right. i’m a nurse.)
3 、look and say
看图对话， 图见教材，内容略。让学生先同桌准备，然后同桌看图对话。
(三) fun house : look and read
1、 看图理解课文
2、 听录音，跟读对话。
3、 自读对话。
4、 分角色读课文。
(四) exercises
1、听写单词：boy, girl, man, woman, teacher, doctor ,nurse, student, new
2、抄写句型： who’s that boy? he’s mike. he’s a student.
who’s this woman? she’s miss li. she’s a teacher.
are you a doctor? yes, i am.
are you a nurse? no, i’m not.
（五）homework
1、预习 e：read and act
2 、复习抄写的句型，准备默写。
第四课时
一、 教学内容unit 1 e: read and act ;
f: listen and repeat.
二 、教学目标1 、复习句型：who’s that ______? he’s (she’s) _________. he’s (she’s) a _____.
are you a _______? yes, i am. / no, i’m not.
2、能正确运用对话中的日常交际用语：come down. don’t climb trees again.
3、用正确的语音语调朗读对话，在熟读的基础上表演对话。
三 、教学重点
1、句型的听、说、读、写。
2、用正确的语音语调朗读对话，表演对话。
四 、教学难点 句型的书写，默写。
五、 教学过程（一）sing a song: who’s that girl?
(二) free talk:
1、 how are you today?
2、 nice to meet you.
3 、welcome to my home.
4 、excuse me, are you mike?
5 、are you a student?
6 、are you a new student?
7、are you a teacher?
8、 is miss li a teacher?
9、 is your mother a nurse?
10 、is your father a doctor?
(三) look at the picture, answer these questions:
出示图：
1、 who’s this girl?
2 、is she a student?
3、 who’s that man?
4、 is he a doctor?
5 、who’s this boy in the park?
6 、who’s this woman in the classroom?
7 、is she your english teacher?
8 、who’s the man over there?
(四) listen and repeat
1、出示图及 walkman, woman, zebra, zoo 四个单词,学生听录音,跟读这四个单词,体会w, z 的发音.
2、出示:watch, window, 以便学生更好的体会w 的发音
(五)read and act
1、出示书上的图，听录音数遍，回答问提：
1）who’s the boy in the tree?
2）please say something to liu tao.
第一题学生很快会作答。
第二题若有学生说出 come down, liu tao. 给一朵红花。然后边做手势边教读，让学生理解句意。同样的方法教don’t climb trees again.(可让学生先预习)
2、听录音，读对话。
3、自读，齐读，分角色读。
4、表演对话。
(六)play a game.
全班分两大组，老师把单词卡片
1 are, you, a, new, teacher, student, doctor, nurse,
yes, no., i ,am, not
2 who’s, that, this, boy, girl, man, woman, he’s. she’s
mike, helen, mr green, miss gao
分别发给分好的两组同学手中，老师口报句子：
are you a new doctor? no, i am not?
手持含句子中单词的学生上台按顺序站好,本组同学齐声朗读这句话.
那么这组获一红五星.以此交替进行,五星多的小组获胜.
(七)exercises
1连词成句
(1) the, over, who’s, man, there, mr, wang. he’s
(2) you, a , are , nurse, new, yes, am, i
(3) to, welcome , school, our
2默写句子
(1) who’s that boy? he’s mike. he’s a student.
(2) are you s teacher? yes ,i am.
(八) homework
熟读本单元课文.