Unit 1 Who is younger? 教案
Unit 1 Who is younger? (period1)
Aims: 1. Ss can lsten , say and write the words: young, twin, minute, also.
2. Ss can listen, say and write the phrases: go for a walk, be glad to see ... under a big tree, have a chat,
a twin sister, as...as, twenty minutes, one day, the one child in my family look the same.
3. Ss can listen, read and say the dialogue.
4. Ss can translate the dialogue by themselves.
Teaching tools:
tape, English cards, picture
teaching diffculties:
Ss know the comperative degree
teaching importances:
young-younger, old -older, as...as
Teaching procedures:
一. Warming- up:
Free talk:
T: What festival do you like? why?
S1: i like...because...
T: What's the weather like today?
S2: It's cold
T: Yes, we know it's cold today, and it will be colder tomorrow.
Read "cold---colder" twice.
二. while-teaching procedures:
1.Comperative degree:
-er }
more }than...
e.g. big-bigger old-older
fat-fatter young-younger
more beautiful
T: Sentences: My grandmothe is old.
Mike's grandmother is older than...
Look at... I am tall.
Now, look at...she is taller than me.
(ask the students to make up sentences like this)
S1: I am short.
but ... is shorter than me.
S2: I am tall.
... is taller than me.
S3: This red ruler is long.
The black one is longer than mine.
T: There is two rulers in my hands.
This one is long, how about that one?
is it longer?
S1: No.
T: So, we can say this one is as long as that one.
ok, let's read after me.
S2: as tall/long/short/old as ...
T: Sentence: I'm as tall as my sister.
Ss make sentences.
2. Teach the dialogue:
a. Teach the first part.
T read the passage, Ss listen and underline.
the new words and phrases at the same time.
teach the main points:
go for a walk met-meet
glad=happy sat-sit
have a chat
Ss read the passage after one sentence by one sentence
Read in pairs
invite some Ss read individually.
b. Teach the second part
T: Su Hai and Su Yang are twin sisters.
Teach twin, a twin sister(brother)
T: So they look the same
Do you know who is younger? Whi is taller?
Ask Ss to read this part by themselves, and then answer the two questions
T: "as tall as...
taller than...
twenty minutes younger than..."
Play the tape
Ss read after the tape one sentence by one sentence
Teach "one day"
Ss read after T
Read in pairs
Then read together.
c: Read the two parts together.
Invite some pairs to read the text.
三. After-teaching activities:
1. underline the phrases.
2. review the comperative degree
四. Homework:
1. Ss copy the new words and prases.
2. Recite the words and phrases.
3. Pead the dialogue for several times.
Bb desighing:
Unit 1 Who is younger?
Part A
cold colder 1.比...高/大/老... 比較級＋than
tall taller eg. My grandmother is older than grandfather.
short shorter The cat is fat. The pig is fatter than the cat.
young younger
big bigger
fat fatter 2.和...一樣高/大/老... as＋原級＋as
thin thinner
beautiful more beautiful eg. I'm as old as my sister.
interesting more interesting He's as tal as me.
Unit 1 Who is younger? (period2)
Unit 1 Who is younger? (period2)
Aims: 1.Ss can listen, say, read and write the phrases:the only child, one year younger than me.
2.Ss can read the whole dialogue.
3.Ss can do the exercise gy themselves.
Teaching tools:
tape card word
Teaching procedures:
Warming up:
1. Free talk: 1. Where are the children?
2. Who are twins?
3. Who is taller?
4. Who is younger?
Ss answer the questions.
2. Revision
Invite some Ss to read the first part and the second part.
Spell some words, translate some phrases.
Have a dictation.
while-teaching procedures:
1. Ss read part 3 in A
Answer the questions.
a. Does Jack have any brpther or sisters?
b. Who is Jimmy?
c. How old is Jack?
Ss answer the questions.
Teach： the only child.
one year younger than...
2. Play the tape, Ss read after the tape.
Read it in pairs.
Invite some pairs to read it.
After-teaching activities:
1. Ss do the exercise and then check the answers:
cousin, six, dog, younger
Ss read the passage together.
2. Read the whole dialogue.
Role-reading in groups
homework:
1. Copy the phrases.
2. Read and recite the whole dialogue.
Bb desighing:
Unit 1 Who is younger?
Qa: Does Jack have any brothers or sisters?
Qb: Who is Jimmy?
Qc: Who is younger?
Qd: How old is Jack?
Unit 1 Who is younger? (Period3)
1. Ss can listen, read, say and write the words ld, young, tall, short, big, small, thin,fat, heavy, and their cpmperative dagree.
2. Ss know and master the grammer.
3. Ss ca use the grammer.
Key and difficult points:
Ss can use the grammer.
Teaching tool:
tape, chant.
Teaching procedures:
Warming up:
Revision: Review the grammer: Comperative degree.
While-teaching procedures:
1. T write some words, Ss say the comperative degree.
old-older young-younger
tall-taller short-shorter
long-longer
big-bigger small- smaller
fat-fatter thin-thinner
strong-stronger heavy-heavier
Ss read the words, learn the words.
more beautiful more interesting
much＋比較級 ...得多
2. Ss translate the sentences
a.我奶奶比我爺爺老.
b.他弟弟比我叔叔強壯得多.
c.我爸爸比我叔叔強壯得多.
d.這只豬比那只貓胖.
e.我比你瘦.
f.我的書包比你的重.
g.她的尺比我的長.
f.我們學校和他們學校一樣大.
After-teaching activities:
1. Copy the words
2. Translate some sentences
Homework:
Recite the words
Master the grammer
Bb designing:
Unit1 Who is younger?
old-older young-younger
tall-taller short-shorter
long-longer
big-bigger small- smaller
fat-fatter thin-thinner
strong-stronger heavy-heavier
Ss read the words, learn the words.
more beautiful more interesting
much＋比較級 ...得多
Unit 2教案
單元教學內容簡析：
本單元主要話題是Jim 和他爸爸討論如何進行體育鍛煉展開的。通過對話引出語言項目：副詞比較級。
本單元A部分通過創設情景，和爸爸聊天引出引出副詞比較級的學習。
B部分主要學習常見副詞及其比較級。
C部分和D部分是本單元的句型結構部分，重點學習句型及其答句。Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn't. 要求學生能夠四會掌握這些句型。
E部分為Look ,read and judge。要求學生能根據所給的內容判斷對錯。
F部分為游戲活動部分，要求學生在聽聽、看看、做做、玩玩中進行。
G部分為語音部分，讓學生了解字母組合or在單詞中的讀音。H部分是一首韻律詩，要求學生能夠熟練朗讀、并能配以動作進行表演。
單元教學要求：
1. 能聽得懂、會說、會讀和會拼寫strong, slow, low, fish, late, be good at.
2. 掌握會話中出現的三會單詞和詞組far , well, jog, do well in, need help with，
do well in , do more exercise, animal show, go for a walk..
3. 能聽得懂、會說、會讀和會寫四會句型：
Ben runs faster than Jim .
Do the boys jump higher than the girls?
Does Jim swim slower than David?
4. 能聽得懂、會說、會讀：
That's true. Well done. Mike runs as fast as Ben.
5. 了解字母組合or在單詞中的讀音。
6. 會誦讀歌謠 Run，rabbit，run。
單元教學重、難點： 見教學要求。
The First Period（第一課時）
一、 教學內容：
6B. Unit 2 A部分,Listen ,read and say.
二、教學目標：
1 初步掌握理解句型，并能在交際中口頭運用副詞比較級句型
2 掌握四會單詞be good at, strong, faster ,higher. .
3 掌握三會單詞和詞組jog, need help with, do well in , That's true. .
4 能聽懂會說句型 That's true. He is not as strong as the other boys.
5 四會句型：Ben runs faster than Jim .
三、教學重、難點： 能正確理解、掌握四會單詞和句型。
四、課前準備：
1 準備錄音機和本課A部分的磁帶。
2 準備A部分的圖片。
3 課前寫好本課的課題6B. Unit 2A部分Look, read and say
五、教學過程：
A Sing a song. 跟錄音機邊聽邊表演唱英文歌曲Hello
B Free talk. 師生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: How old are you ?
Ss: I'm 12 years old.
T: How old is he?
Ss: He's 11 years old , too.
T: Do you run fast?
Do you jump high?
Do you swim fast?
T: Who is taller , you or your brother?
Which bag is heavier, yours or mine?
C Presentation and drill
1 教師通過剛才的師生問答引出句型I run faster than xxx。
2 教師板書fast和faster進行教學同時讓學生理解。
3 教師出示音標讓學生試讀，然后集體升降調朗讀。
4 教師找一學生和自己比跳高。T:I jump higher than xxx.同時板書high和higher，運用相同的方法學習這2個單詞
5 就剛才創設情景，T：I'm good at jumping. T：He is good at English.引出be good at的學習。同時讓學生模仿說幾句。
6 教師板書巨型并領讀。
D Practice and consolidation
1 讓學生聽錄音，引出單詞和詞組jog，do well in，do more exercise的學習。
2 T板書以上單詞和詞組學生集體朗讀，并擴展出詞組和句子
3 讓學生模仿跟讀錄音。
4 學生小組活動，每人接龍說一個比較級的句子，I run faster than xxx. I jump higher than xxx。
5 在次基礎上小組討論說出句型：Ben runs faster than me . xxx runs faster than xxx. .....
6 請學生說出自己擅長的方面運用句型be good at, I am good at English. 接龍說句子。
7 Ask and answer in pairs.。
六 布置作業：
聽本課A部分的錄音，要求學生跟讀、讀熟，并能夠和同學比身高和年齡。
調查班級同學的年齡和身高
七、 板書設計:
Unit 2 More exercise
fast faster high higher
I jump higher than some of the boys in my class.
Ben runs faster than me.
The second period （第二課時）
Teaching contents:
Part B and C
Teaching aims:
1.Enable the students to listen, say read and write the words: low, high, far, farther, slow, early, better
2.Enable the students to understand, read and say the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls? Yes,they do.
Does Jim swim slower than David? No,he doesn’t.He swims faster than David.
Teaching focus:
1.Enable the students to listen, say read and write the words: low, high, far, farther, slow, early, better
2.Enable the students to understand, read and say the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls?
Does Jim swim slower than David?
Teaching aids:
Pictures, word cards, a tape recorder
Teaching steps:
Step1.Greeting and free talk
1.Listen and do
Revision the Verbs ：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…
2.Quickly respond：說反義詞
復習上單元的形容詞，引出本課出現的副詞：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
Step2. Presentation
1. T: What time do you go to bed?
S1: At …
T: What about you?
S2: At …
T: Who goes to bed later? S: ** goes to bed later than ***. （板書）此處的later解釋為“晚的，遲的”
2.通過提問What time do you get up?引出 ** gets up earlier than ***.（板書）
3.通過跳遠比賽引出** jumps farther than ***.（板書）
4.通過跳舞比賽引出** dances better than ***. （板書）
提醒學生注意這幾個比較級變化，引導學生總結副詞的比較級變化規則：（略）
5.通過比賽跳高引出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.
6.可重復1-4環節的提問或者利用B部分的掛圖，引出比較級的一般疑問句
7.Read the words in part B.
Step3. Work in pairs (Part C)
1.Look and read the dialogues
2.Ask and answer in pairs, using the dialogues and words（注意書上的fat 可改為far）
3.Act out their dialogues.
4.Write down the dialogues ss make
Step4. Homework
1.Copy the new words
2.Write down two dialoges.
板書設計：
Unit 2 More exercise
low- 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-farther
well-better
The Third Period (第三課時)
Teaching aims:
1.Enable the students to understand, read and say the phrases: an animal show,skate well(better), on the lake, fly in the flowers, like better.
2.Enable the students to use these expressions fluently.
That’s true.
Jim is not as strong as the other boys.
Mike runs as fast as Ben.
3.Enable the students to use the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls?
Does Jim swim slower than David?
Teaching aids:
1.A tape recorder
2.Picture of part D
Teaching steps:
Step1. Greeting and free talk
Are you good at …?
What subject are you good at?
Who is good at PE/…?
Do you do well in…?
Does ** do well in…?
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 you want to do?
Step2. Revision
1.Read the text together/ in roles
2.Practise the dialogue
Step3. Listen and write (Part D)
1.Look and answer:（要求學生回答要完整）
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 write
3.Check the answers
4.Ss say and write more sentences about the picture
Step4. Homework
1.Read and recite the text
2.Have a dictation(part B&C)
板書設計：
Unit 2 More exercise
___________ fly _______than _________.
_________ skate _______ than _________.
__________ swim _______ than ________.
The Fifth Period（第四課時）
一 教學內容
《義務教育課程標準實驗教科書牛津小學英語》6B第二單元第四教時（Look, read and judge, Play a game, Listen and repeat, Say a rhyme）
二 教學目標
1 能在游戲中熟練地運用本單元所學的句型。
2 初步了解字母組合or在單詞中的讀音。
3 能夠熟練并有感情的朗讀兒歌Run, rabbit, run!
三 教學重點
1 熟練掌握副詞比較級的表達法。
2 能綜合運用本單元所學過的單詞、句型。
四 課前準備
1 準備實物投影儀，將F部分的圖片投影在屏幕上。
2 準備好一臺錄音機。
五 教學過程
A Revision.
1 Free talk.
教師請一位男生和一位女生到教室前，請他們分別做些動作。
學生先原地跳。
T: Who jumps higher, the boy or the girl?
Ss: The boy jumps higher.
學生單腳站立。
T: Who does better, the boy or the girl?
Ss: The girl does better.
再分別問兩位學生，When do you usually go to bed? When do you usually get up?
和學生復習 Who goes to bed earlier? Who gets up later?
B Listen and repeat聽一聽，讀一讀
1 讓學生聽G部分錄音，先讓學生聽一遍。
2 學生模仿跟讀兩遍，并請學生說出這四個詞的中文意思。
3 讓學生用所聽到的單詞組成一個句子窗身情景讓學生背誦。
C Play a game
1 將圖片實物投影在屏幕上，教師向學生解釋游戲規則，和學生一起把主要的動詞詞組羅列好，然后給學生做游戲示范。
T: Whose kite flies higher, the boy’s or the girl’s?
S: The girl’s flies higher.
T: Who runs faster, the boy or the girl?
S: The girl runs faster.
T: Who skates well, the boy or the girl?
S; The girl skates well.
幾組示范后，學生記憶圖片內容后，小組活動做游戲。
D Listen and repeat
1 教師播放錄音，依次出示單詞forty, horse, morning, sports, 指導學生跟讀，引導學生說出or 在單詞中的發音。
2 教師出示本部分中的句子，指導朗讀，找出讀音規律，進行朗讀競賽。看誰讀得又快又準。
E Say a rhyme
1 教師播放錄音，學生先看圖和兒歌，聽錄音。
2 和學生一起解釋兒歌的意思。
3 指導跟錄音朗讀兒歌。
4 挑出學生發音有困難的單詞,糾正發音。
5 指導學生有感情得朗讀兒歌。
F Homework
1 熟讀G、H兩部分
2 能有感情地朗讀兒歌。
The Sixth Period（第五課時）
一、教學內容： 綜合練習
二、教學目標：
1 掌握副詞以及比較級的使用。
2. 能聽得懂、會說、會讀和會拼寫late later,early earlier, far farther..。
3. 掌握會話中出現的三會單詞和詞組far, traffic , well, jog, do well in , have problems with
, do more exercise, animal show, go for a walk..
4. 能聽得懂、會說、會讀和會寫四會句型：Ben runs faster than Jim . Do the boys jump higher
than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn't..
5. 能聽得懂、會說、會讀日常交際用語. That's true. Well done. Jim is not as strong as the
other boys. Mike runs as fast as Ben..
6. 了解字母組合or在單詞中的讀音。
7. 會說英語歌謠。
三、教學重、難點： 正確掌握B部分出現的四會單詞,和句型。
四、課前準備：
1 準備錄音機和本課H部分的磁帶
2 練習題的投影片。
3 課前寫好本課的課題。
五、教學過程：
A 跟音樂集體Say a rhyme: Run, rabbit, run!
B 1.Free talk. 師生交流
2. 請學生之間用所學的句型問答，分組比賽
C Revision 復習
1 看A部分投影片，創設情景讓學生表演
2 讓學生復述A部分第一段和會話。
3 學生小組內表演會話內容。
4 教師讓學生根據實際情況說自己的優勢
I'm taller than xxx
I'm younger than xxx
I'm stronger than xxx
My father is taller than
My pencil is longer than xxx's
I'm good at Maths ..
I'm good at English .
...I run faster than xxx.
I swim slower than xxx.
Tom jump higher than xxx.
...
5 讓學生看黑板，朗讀、拼讀剛才教師板書的四會單詞。
6 學生拿出課前準備好聽寫本，聽寫本課四會單詞。
D 學生一齊拍手唱歌謠兩遍。
E Practice and consolidation練習和鞏固
1. 游戲； 用所學的句型來猜班級的同學
2．教師投影本單元的練習題請學生完成(略)
六 布置作業：
1 朗讀本課的會話，要求學生能夠復述、背誦。
七 板書設計：
投影本單元的練習題目
unit 3 教案
Unit 3 Asking the way Period I
I. Teaching aims:
a. Words: turn left/right, post office, along, street, city, crossing, shopping centre, middle school, primary school, train station, history museum
b. Daily express for communication:
Go along this street, and then turn right at the third crossing.
How can I get to the shopping center?
c. Sentence pattern:
Can you tell me the way to…, please?
II.Teaching steps:
Step1 Preparation
1. Listen and do
left, left, right, right, come, come, go, go ,go!
2. Listen and guess
a. I’m ill. Where shall we go? (a hospital)
b.I want to watch films. Where shall we go? (a cinema)
c. I want to watch the animals. Where shall we go? ( a zoo)
d. I want to watch the plays. Where shall we go? (a theatre)
e. I want to do some shopping. Where shall we go? ( a supermarket)
Yes, we can also go to a shopping centre.
f. I want to take a plane. Where shall we go? (an airport)
g. I want to take a bus. Where shall we go? ( a station-a bus station)
h. I want to take a train. Where shall we go? (a station- a train station)
i. I want to study. Where shall we go? (a school- a primary school.)
Next term, you’ll go to the middle school.
j. I want to see some old things. Where shall we go? (a history museum)
3. Read the new words
Step2. Presentation
1. Show a map of Garden City
Post office History meseum Cinema
Primary school Shopping centre Bus station
Middle school Hospital Train station
T: Look, this is a map of Garden City. Some teachers will come to our city tomorrow. And they need some guides. Can you help them? Let’s try to be a good guide, OK?
T: （take out some idenfication of the guides）Who can try? Let me try, first. （teacher takes one out and try it by herself/himself）
Now I’m at the train station. You can ask me the way.(show the title)Asking the way
S: Where’s the cinema?
T: Let me see. Er, … go along this street, and then turn right at the first crossing. The cinema is on your right.（use a map to help students understnd the new points）
Ss learn the words: along, street, crossing, turn right/left
2.Teacher give some examples。To remind the students use the different way to answer the questions：How can I get to…?
Can you tell me the way to …?
3.Students act the guides, answer the teacher’s inquire
Practise in pairs
Step3. Ask and answer (Part C )
1. Look at the pictures and teach the sentences: That’s all right. That’s OK. You’re welcome. Not at all.
2. Ask and answer in pair
3. Write down the dialogue
Step4. Homework
1. Copy the new words
2. Workbook : P23 H
Step5. blackboard designing
Unit 3 Asking the way
Go along this street.
Turn left/right at … crossing.
The … is on your left/right.
Unit 3 Asking the way Period II
I Teaching aims:
a. Words: on holiday, far from…, kilometre, stop, get on/off
b. Daily express for communication:
How far is it from here?
It's about a kilometre away.
You can take bus No.5.
How many stops are there?
c. Sentence pattern:
Can you tell me the way to…, please?
II.Teaching steps:
Step1. Listen to the song
Step2. Revision
1. Teacher show the picture of Mr Smith：Look, here’s a stranger in our city. He’s on holiday here. Now he’s in the bus station.He wants to visit some palces.
Post office History meseum zoo
Zhong Shan Road
Primary school Cinema Bus station
Ren Min Road
Middle school Hospital Train station
Jie Fang Road
Listen and answer: Where does Mr Smith want to visit?
2. T:Can you help him?
S1: Let me see. Er, … go along this street, and then turn left at the first crossing. The history museum is on your right.
T: Which road is it on?
S: It’s on Zhong Shan Road.
T: How far is it from ? How far? （show a ruler to help the students ）
Oh, it’s about a kilometre away. （compare:centimetre）
3.T: If we want to get there faster, we can take a bus.
Listen to the first period dialogue and answer:
Which bus can Mr Smith take?
How many stops are there?
4.Listen, read and learn
Learn the words:miss, stop
5．Listen to the second period dialogue and answer:
Where’s the bus stop?
Where’s the city post office?
6.Listen , read and learn
Learn the phrases:get off/ on, Get off at the …stop.
7. Read in roles
8.Read and complete the sentences
Step4.Further learning
1 Use a map to make a dialogue to ask the way
2use the main sentence parterns which in the text to have a commucation
Step5. Homework
1. Copy the new words
2. Read and practise the dialogue
3. Workbook B C D E
Step5. blackboard designing
Unit 3 Asking the way
How far is it from here?
It’s about a kilometre away.
You can take Bus No.5.
It’s on Zhongshan Road.
Get off at the third stop.
Unit 3 Asking the way Period III
I Teaching aims:
c. Words: bookshop, bank , hotel,place
d. Daily express for communication:
How can I get to …? It’s on River Road.
II.Teaching steps:
Step1. Listen to the song
Step2. Revision
1.Quickly respond: Words in PartB
2.T: Mr Green is new here. He asks Yang Ling how to get to the history museum. Do you still remember the way to the history museum?
(According the answers write on the blackboard):
Go along this street. Turn … at the … crossing. It’s on your….
Teach: Go along … Road. Turn … at … Road. The … is on your….
T: How far is it from here?
(According the answers to write on the blackboard):
It’s about a kilometre away.
T: If we want to get there faster, what shall we do ?
(According the answers write on the blackboard):
You can take bus No.… and get off at the … stop.
3. T:Mr Smith want to go to the City Post Office, too. How can he ask?
(According the answers write the blackboard):
Where’s the …?
How can I get to…?
Can you tell me the way to the…?
4. Read the useful expressions
5. Read the dialogue in Part A
Step3. Play a game (Part F)
1. T: Look at the map on Page28. Read the names of the places.
Teach: bookshop, hotel, bank(Bank of China),place
2.T（Prepare six cards of partF, choose one ,and tell them the position then describe the way, let the students guess out their destination ）
Now I’m at the hotel. I’m go along Guangzhou Road, then turning right at Nanjing Road. Then….The place is on my…. Where am I?
S: You’re at…
2.Call one student to give an example。
3．Play the games in groups of four
Step4. Read and talk(Part D)
1. T(use the map of Part F) ook, I’m at the train station. I want to buy some clothes for my cousin. How can I get to the shopping centre?
S: Go along Hong Kong Road, then turn right at Nanjing Road. Turn right at Guangzhou Road.It is on your right.
T: Andy wants to get there, too. Read the dialogue, tell us how he goes there.
2.Listen and read
3. Practise in pair
Step5. Homework
1. Write down the similar dialogue of PartD
Step6：Blackboard designing
Unit 3 Asking the way
Where’s the …? Go along this street/… Road.
How can I get to…? Turn … at … Road.
Can you tell me the way to the…? The … is on your…
You can take bus No.… and get off at the … stop.
Unit 3 Asking the way Period IV
I Teaching aims:
a.Words: steal, stole,shout, out of, thief, begin,began,heard, caught
b.Daily express for communication:
Stop thief!
c.Review the past sense
d.Phonic: The pronunciation of the letters:”ou” in the words
II.Teaching steps:
Step1.Sing a song
Step2. Revision
1. show the picture of partF, to review the words of the places
2. Look, I’m here. Can you tell me the way to …,please?
(To remind students use the sentence pattern)Go along ….Turn left/right …
T: How far is it from here?
S: It’s about … kilometre away.
T: It’s a long walk.
S: You can take bus NO.5 and get off at …
T: Thank you very much.
S: That’s all right.
3. Practise in pair
Step3. Read and number(Part E)
1. T: Nancy went to a bookshop last Sunday.What happened?Read the story and put the picture in the correct order.
2. Read , translate and learn
Rewiew the irregular verbs
Teach the new words: steal, stole,shout, out of, thief, begin,began,heard, caught
3. Read and number
4. Read the story
Step4. Listen and repeat
1. Read and compare
mouse blouse out house [au]
2. Read and recite the sentence
3. Give more examples: shout, mouth, about, …
Step5. Homework
1. Copy the new words
2. Recite the story
3. Workbook AGI
Step6 Blackboard designing
Unit 3 Asking the way
[au] mouse blouse out house
6BUnit5 The seasons教案
第一課時
一、教學內容：
1. 6B,Unit 5, B部分Look, read and learn.
2. The sentence structures: Which season do you like best? I like…What’s the weather like in…?
二、教學目標：
1 學習B部分,學生會讀和拼寫spring, summer, autumn, winter。
2掌握三會單詞warm, cool ,sunny, cloudy, rainy, windy.
三、教學重點：
1學習B部分，套用舊句型，以舊帶新。
2掌握四會單詞和句型。
四、教學難點 靈活運用所學單詞和句型進行交際。
五、課前準備：
1.準備錄音機和第五單元的磁帶。
2.課前寫好本課的課題6B. Unit 5 The seasons
3.一些季節和天氣的圖片。
六、教學過程：
Step1.Free talk
T: Hello, boys and girls!
Today we learn Unit5 the seasons
(Write the title on the blackboard.)
The teacher read the title, and the students read after the teacher.
T: What’s the weather like today?
S:…
T:What can you see in the sky?Can you see the sun?
S:Yes./ No.
T:So it’s sunny/ cloudy.
T: Do you know how many months are there in a year?
S: There are 12 months in a year.
T: And how many seasons are there in a year?
S:There are four.
T: Yes,there are four seasons in a year.
T:Do you know What they are?
S:Spring, autumn, …
Step2:Presentation
1.Teach’spring, autumn, summer, winter’
Show S some pictures of seasons.
T: There are four seasons in a year.
And they’re…(show the picture of spring.)
S: spring
T:Yes.Who can spell the word?
S:S-P-R-I-N-G,spring.
T:Good.(Stick the word on the blackboard.)
Use the same way to teach’autumn’
T:Do you like swim?
S:Yes.
T:Can we swim now?
S:No.
T:Yes,it’s too cold.We can’t swim now.
So,when can we swim? In autumn?
S:No.
T:Can we swim in summer?
(Show S the picture.)
S:Yes.We can swim in summer.
Show S the word quickly.
T: Now who can spell the word?
S: S-U-M-M-E-R, summer.
T:Very good.(stick the word on the blackboard.)
Use the same way to teach winter.
2. Teach’warm’,’cool’.
T: We know it’s very cold in winter.What about summer?
S:It’s hot.
T:Yes,it’s very hot in summer. Is it very cold in spring?
S:No.Not very cold,and not very hot.
T: Yes.It’s warm in spring.
Is it hot in autumn?
S: No.
T: It’s…
S: It’s cool.
(The teacher show S the picture)
Let S read the words, and write the words on the blackboard.
3. Teach the sentence:Which season do you like best?
T: I like spring best. Because I can fly the kite.
Which season do you like best?
S1: I like …
Write the sentence structure on the blackboard.
3.Teach the sentence structure What’s the weather like…?
T:What’s the weather like there?
S:It’s sunny.
T:Yes.It’s sunny.(Show S the picture.)
T:Read after me.sun,sun,sunny.
S:Sun,sun,sunny.
T:Now,who can write the word on the blackboard?
S1: (Write the word.)
Teach the words:cloudy, rainy,windy in the same way.
Step3Practice
1. Play a game:
Guessing game:
A student say something about the word ,the others say out the word.
Ex1.T: It’s one of the seasons. It’s very warm. What is it?
S: It’s spring.
2.T:Today I take an umbrella to school.What’s the weather like today?
S: It’s rainy.
2. Repeat the words with the tape recorder.
3. Write the words on their own books..
(write the words on the book, every word write once. )
Step4.Consolidations
Work in groups:Which season do you like best?
What’s the weather like here in…?
Then finish the table.
Name\seasons spring summer autumn winter
S1 Jwarm
S2 Jhot
S3
S4
Step5.Blackboard Designing
Unit5 The seasons
Spring summer autumn winter
PICTURES
Warm cool sunny cloudy rainy windy
Which season do you like best? I like…
What’s the weather like …?
Unit5 The seasons 第二教時
一、 Teaching contents： PartA Listen,read and say.
二、Teaching aims：
1, Apprehensibility this lesson contents and learn the new words:countryside,snowball fights.
2,Enabele the students tomaster the main sentence pattern:What's the weather like ...?
3, To more understand the sentence:Which season in...do you like best?
三、Teaching focal points:：
1,Understand this lesson content.
2,To master further the new words and main sentence.
四、Teaching difficult points:
1,Use the comparative degree firstly.
2 Understand :be going to .
五、Teaching aids：
a small blackboard, tape recorder,pictures,wall picture
六、Teaching process：
Step1.Warming up
1,Greeting .
2,Look and guess. What's the weather like in…?
The teacher shows the weather forecast quickly,and then let the students guess what’s the weather like in…?
For example:S1： What's the weather like in Nanjing? S2: It's rainy.
Step2.Presentation：
1,Look and say
T:Here are some pictures ,look at the pictures and answer my questions.
PICTURE1：What city is it?
PICTURE2: What's the weather like in autumn in New York?
PICTURE3：What do the Americans usually do in autumn?
PICTURE4：What do the children usually do in winter in New York?
2,Listen and read.
(1)Listen to the tape and write the right order.
1． New York is very beautiful in spring.
2． Ben likes making snowmen in New York.
3． New York is usually very hot in summer.
4． Su Yang's father is going to New York.
5． People in New York like to go to farms in the countryside.
(2)Listen again and repeat after the tape.
(3)Read and try to understand the following phrases:
In the countryside, pick apples, make snowmen, great fun
Step3, Summary:
1,Sum up the new words and sentence patterns.
2,Sum up the weather in New York and make a table.
Step4, Homework
1.Talk about the weather in our hometown..
2. Ss make a dialogue like Unit 5.
3. Ss read Unit 5 after the tape.
Blackboard design:
Unit 5 The seasons
What’s the weather like in New York?
In spring:rainy and warm
In summer: as hot as in Nanjing
In autumn:cool ,sunny and windy
In winter:colder than Nanjing
Unit5 The seasons第三教時
一，教學內容：6B Unit 5 Part C(Ask and answer)and part E(Write and talk)
二，教學目標：1，掌握三會句型 Which season do you like best ?I like ┄┄. Why ? Because it’s ┄┄.I can ┄┄.
2，掌握四會句型 What’s the weather like ?
3，進一步在真實的語言環境中應用本單元的句型，提高學生英語做事的能力。
三，教學重點：1，學生看圖能迅速的說出內容。2，拓展句型 Which season do you like best ?I like ┄┄. Why ? Because it’s ┄┄.I can ┄┄.
3，在真實的語言環境中運用所學知識。
四，教學難點：靈活運用所學句型進行交際。
五，課前準備：1，錄音機和磁帶
2，書寫課題 Unit 5 The seasons
六，教學過程：
七，
Step 1 Say a rhyme
Spring,spring,spring,it's warm,warm,warm,
Summer,summer,summer,it's hot, hot, hot,
Autumn,autumn,autumn,it's cool,cool,cool,
Winter,winter,winter,it's snowy,snowy,snowy,
Windy,windy,windy,it's Beijing,windy city,
Foggy,foggy,foggy,it's London,foggy city,
Sunny,sunny,sunny,it's Lasha,sunny city.
Step 2 Free talk (the topic is”Weather ” )
1(1) eg: A: What’s the weather like in spring in JiangSu ?
B: It’s warm .
(2) work in park(學生自由交談)
check it
2(1)eg: I like┄┄best .because it’s┄┄.I can ┄┄.
(2)（說出自己喜歡的季節及原因）Work in park
Check it (Four students a group )
Step 3Ask and answer(操練對話結合Part c 四幅圖)
1 Show a picture (Part C picture 1 )
Ask : Which season ?
What does the boy do ?(Ask students to answer )
2 eg : A: Which season do you like best ?
B : I like ┄┄
A : Why?
B: Because it’s ┄┄.I can┄┄.
3 Work in park
Check it
4 Show the other pictures and dialogue
5 Do a survey.
Name Season Activity
Step 4 Write and talk
1Talk about the weather of some cities.
（1）Show a card (南京)
A：What's the weather like in summer in NangJin ?
B: It's very hot . It's often rainy .
A: What do people usually do?
B: They usually swim .
（2）Ask the students to choose one card and make a dialogue
2 Talk about the students' hometown, finish part E.
Check it .
Step 5 Homework
1 Write the dialogue (Part c)
2 Make the simmer dialogue (Part E)
Unit 5 the seasons第四課時
1、Teaching points:
a、Can pronounce /ow/ in the words.
b、Can use the four-skill sentences :What does … usually do? And What`s the weather like?
c、Can listen to the tape and find out the important phrases.
2、key and difficult points:
a、Can listen to the tape and find out the important phrases.
b、Grasp the four-skill sentences
3、Teaching tools:
wall pictures ;a tape recorder; Yangling and Nancy`s 頭像
Teach steps:
Step1、warm-up
1、Greetings
a、Talk to the partner about the weather in hometown ,can use the sentences :What
does …usually do? And What`s the weather like?
b、Check the pair work
Step2、listen and write
1、show the wall pictures about part D, let the Ss look at it and answer some questions.
A、who are they ?
B、what`s the weather like in these pictures?
C、What does she usually do?
2、Answer the questions，invite the Ss to spell the words and write them on the blackboard.
3、 listen to the tape and find out the important phrases, then write the phrases on the paper , listen
to the tape again ,then complete the note.
4、 Can make the similar dialogue like part D.
Step3、listen and repeat
1、 show the four words ,let the Ss read the words
brown cow how now
2、 to know the“ow ”pronounce /au/,then find out the other words pronounce /au/,----down town
3、look at the picture and read the new sentence .
4、 listen to the tape and repeat them.
Step4、homework
1、Can read part D and part G after the tape.
2、Copy the four-skill sentences ,can use them make other sentences
Blackboard Design
Unit 5 the seasons
Wall picture
1、who are they?
2、what`s the weather like in these pictures?
3、What does she usually do?
Wall picture
brown cow how now
How many brown cows did you see just now?
Unit5 The seasons 第五教時
教學目標:
1．using the structures in the real situation，improve their ability of using English
2．feel the beautiful emotion of the rhyme
教學重、難點：
1. solve the problems with English in real situation
2. improve the ability of using English in games
教學準備：
1prepare the property for the games
2.cards pencils
教學過程：
Step 1Free talk：
1． Release their feeling
T: What date is it today? S: It's the ...
T: What’s the weather like today?
Step 2 Game
1 Show them some cards with the words: weather, spring, summer,
autumn, winter,
divide into several groups, and one do the mouth actions, the other guess the words
2 Show them some cards with the words: warm, cool, cloudy, rainy,
windy, snowy, sunny, rowing,swim,fly a kite ,play football,……
3.Do it in several times
Step 3Chatting
1.Improve the listening ability by different ways.
Talk about the weathers of some cities.
2.Teacher prepares some cards with the name of different cities on them, and let them choose then to make a short dialogue. E.g. Haerbin
A：What's the weather like in winter in Haerbin?
B: It's cold and windy. It's often snowy.
A: What do people usually do?
B: They usually go skiing and go skating.
3.Then listen carefully, and check their answers later.
4.Discuss the questions in group first, then answer them.
在小組內交流玩這個游戲，并鼓勵學生改變游戲
step3 consolidation
1.Teacher shows some phrases, and let them make dialogue with them, and
check who the best is.
2.They think about by themselves
LianYunguang,summer, goswimming Nanjin, autumn, go climbing
Shanghai, spring, go walking Su Zhou, spring, visit the gardens
3.Do in group, and then choose one as homework, check the writing about this Unit
4.play a game (part f)
take out the cards that students prepared
講清游戲規則，play the game in group
小組內展開游戲活動。
Step 5
Say a rhyme
1. Say with the music, train the emotion of saying English.
2. students Say follow the tape with music
step 6 homework
1.workbook page 34
板書：
Unit 5 The seasons
What’s the weather like today? It`s sunny
What do you usually do ? I often play football.
6B unit6 參考教案
單元教學內容簡析：
本單元圍繞“周末活動計劃”這一話題開展各項活動，所涉及到的日常交際項目有介紹，打電話，詢問和建議等，其中以詢問What are you going to do...?及We're going to...為重點內容。 A部分Read and say板塊展現了周六上午Gao Shan和David各自通過電話談論周末安排的情景。B部分出現了八個有關周末活動的動詞短語。C部分呈現六個活動畫面，旨在聯系鞏固本單元的重點句型What are you going to do？ D部分是聽寫活動的安排。E部分展示了與媽媽談論班級要去動物園游玩的場景。F部分為一個趣味游戲，旨在幫助學生通過游戲進一步復習鞏固What are you going to do...?及其回答。G部分為語音部分，讓學生了解字母組合ow在單詞中的讀音。H部分是一首歌曲，要求學生能夠會唱、并能配以動作進行表演。
單元教學要求：
1. 能聽得懂、會說、會讀和會拼寫plan, picnic, play, take part in..
2. 掌握會話中出現的三會單詞still, project, zebra, Africa, elephant, concert, outing,
Beijing opera show, singing contest, sports meeting.
3. 能聽得懂、會說、會讀和會寫四會句型：What are you going to do...? We're going to ...
4. 能聽得懂、會說、會讀日常交際用語Is that Gao Shan? Yes, speaking. By the way, what are you going to do...?
5. 了解字母組合ow在單詞中的讀音。
6. 會說英語歌曲Would you like to join us?
The First Period
一、 教學內容：
6B. Unit 6 B部分，Look, read and learn
二．教學目標：
1. 能聽懂、會說、會讀和會拼寫單詞picnic, play, take part in..
2. 掌握會話中出現的三會單詞concert, outing, Beijing opera show, singing contest, sports meeting.
3. 能初步運用所學的詞匯進行交流What are you going to do...? We're going to...
三．教學重點：
1.能聽懂、會說、會讀和會拼寫單詞picnic, play, take part in..
2. 能聽懂、會說、會讀本單元出現的動詞詞組。
四．教學難點：
能初步運用本課所學語言描述將要發生的動作。
五．課前準備：
1. 準備本課B部分的課件及錄音機和磁帶。
2. 黑板上預先寫好課題 Unit6 B部分 Look, read and learn
六. 教學過程：
Step1 Organization
1.Warm up
1) Listen to a rhyme: Seasons.
2)Everyday English(S→Ss)
2.Free talk ---師生自由交談,
T: Good morning, boys and girls. Ss: Good morning,
T: Nice to see you again. Ss: Nice to see you, too.
T: What day is it today? Ss: It's ....
T: What date is it today？ S1: It's ... of ....
T: What's the weather like today? S2:It's....
3．Revision
以“Seasons”為主題，做一個對話表演或編一個小短文。
Step2 Presentation and practice
1. 教師用課件播放有關周末活動的動畫，讓學生對教學內容有個感性的認識。然后拿出一些關于周末活動的圖片（可使用B部分的教學圖片），老師通過在黑板上貼圖的方式創設情境向學生介紹周末活動。
T: Here are some pictures of some weekend activities. Look at them carefully. What are they doing? What is he/she doing?
2．讓學生在小組中自學picnic, play, take part in.，concert, outing, Beijing opera show,
singing contest, sports meeting.，然后搞一個“Little Teacher”活動，使其獲得成就感，然后讓其他學生參與評價，老師通過個人說、集體說、小組說、開火車說等形式，檢查學生的掌握情況，最后給予總結。
2. 學生聽錄音，跟讀模仿。
3.教師繼續引導：What are you going to do this weekend?
I am going to have a picnic. I am going to ....
Step3 Practice and consolidation練習和鞏固
1.活動：Look and act--- 教師和學生說出詞組，其余學生用動作表示。
2.游戲：Look and guess--- 教師或學生做某一動作，全班學生競猜What are you going to do？或Who is going to...?
七．布置作業：
1.聽錄音，用正確的語音語調朗讀本課詞匯
2.抄寫要求四會的單詞和詞組
八.板書設計：
Unit6 B部分Look,read and learn
動詞詞組和圖片
The Second Period
一、 教學內容：
6B. Unit 6 A部分，Listen, read and say
二、教學目標：
1 能正確理解、掌握A部分會話，并能朗讀、初步表演對話。
2 能正確地運用對話中出現的日常交際用語Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
3 初步掌握會話中出現的四會單詞plan
4． 掌握會話中出現的三會單詞still
三、教學重、難點：
能正確理解、掌握A部分會話，并能熟練朗讀、表演會話。
四、課前準備：
1 準備錄音機和本課會話的磁帶。
2 準備本課會話的投影片。
3 玩具電話
4 多媒體課件
5課前寫好本課課題6B. Unit 6 A部分Listen, read and say
五、教學過程：
Step1 Organization
1.Warm up
1)學唱歌曲: Will you join me? 本歌曲是本單元的新內容，課前學習既可以營造學習英語的氛圍，又可以為新知識的學習作鋪墊。
2)Everyday English(S→Ss)
2.Free talk: A telephone call
師生以打電話的形式自由交談，滲透Is that ...？ Yes, speaking.用 Do you like...? Can you ...?What do you do on ...?等句子談論各自的愛好所能，為引出本課內容Do you like volleyball? Can you swim? What do you do on Sunday afternoon?做好準備。在師生自由交談中，引出打電話形式，學習Is that ...？的答句Yes,
speaking.并適時運用一般將來時。如：
T: Do you like basketball? S: Yes, I do.
T: I like basketball, too. I'm going to play basketball this afternoon.
Step2 Presentation and practice
教師可將課文分為兩個部分教授。
1.本文對話的引言部分。
教師出示David和 Gao Shan打電話的多媒體課件（上有日歷顯示為周六，天氣暖和，陽光燦爛）。
1）學生自由描述或交談。
2）聽錄音介紹場景。
3）聽錄音回答問題，在討論中學習單詞plan.
2.對話部分分兩個層次進行教學。
1）第一部分重點了解David和 Gao Shan周六下午的活動安排。（內容在P46）在引言的基礎上，教師可通過提問的方式導入課文對話部分。
Where is David doing? What are they going to do?
Where will they meet?教師通過提問What are they going to do?引導學生有目的地聽課文的前半段錄音，然后學習詞匯still.最后通過填表格來完成本部分的學習任務。
Who
When
Activities
Where
2）第二部分重點了解David和 Gao Shan明天的活動安排。（內容在P47）
教師將課文圖片設計成David和 Gao Shan各自單獨的圖片，讓學生聽錄音看圖片，了解對話內容。同樣繼續完成上面的表格。
Step3 Consolidation
1．學生聽錄音，模仿正確的語音語調，學習對話。
2.小組競賽: 小組之間互相用已學過的問句進行提問，比一比哪一組問得多，哪一組正確回答的多。建議教師給每個學生建立積分卡，凡是競賽活動中個人獲勝的可積分卡上記5分，小組獲勝的小組成員每人可積2分，學期結束后看看哪位同學的積分多。
3.分角色朗讀對話。在理解課文的基礎上，完成對話后面的練習。
4.Planning for the weekend：學生在小組中交流，創設情景對話。
六、布置作業：
1.聽錄音，模仿學說，熟練朗讀并能初步表演該對話內容。
2.自制周末活動計劃。
3.記憶A、B部分中的三會單詞。
七、板書設計：
Unit 6 Planning for the weekend
plan still
Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
The Third Period
一、教學內容：
6B. Unit 6 C部分，Look and say.
二、教學目標：
1.能聽得懂、會說、會讀和會寫單詞play與句型What are you going to do...? 及其回答We're going to ...
2.能在具體情境中熟練運用所學句型。
3.熟練完成本單元C部分內容。
三、教學重難點：
1.四會掌握What are you going to do...?句型及其回答并能在具體情境中熟練運用。
2.理解一般現在時的意義及構成。
四、課前準備：
1.教具準備：錄音機、磁帶。
2準備一些關于周末活動的圖片（可使用B部分的教學圖片）
3.板書準備：板書課題Unit 6 C Look and say.
五、教學過程：
Step1 Organization
1.Warm up
1)Sing a song: Will you join me?可邊唱邊表演。
2)Everyday English(S→Ss)
2.Free talk: Planning for the weekend
2.Revision
1)Play a game: Bingo。教師將班級學生分組，通過游戲達到鞏固、檢查單詞的目的。
2) A部分對話表演賽：可通過分角色朗讀、分角色表演，改編對話等形式鞏固、操練A部分。
Step2
1.看圖問答：教師指著圖片提問What are you going to do...?學生回答We're going to ...復習鞏固句型。
2.教師可以在學生充分練習的基礎上，安排適當的讀寫的練習，以促進讀寫技能的不斷提高。
Step3 Practice and Consolidation
1.Guessing game： 教師課前準備一些關于周末活動的圖片（可使用B部分的教學圖片），讓一學生到臺前選擇自己最喜歡的一件，其它同學用What are you going to do...?句型猜他（她）將要做什么。猜對最多的同學即為優勝者，可以積分卡上記5分。
2.小組競賽：用What are you going to do...? 及其回答We're going to ...句型造句，看看哪個小組說得最多，獲勝的小組每位成員可在積分卡上加2分。
六、布置作業：
1.回家后自創情境，自己找搭檔操練What are you going to do...? 句型。
2.用We're going to ...句型寫出自己周末將要做的五件事。
3.閱讀一篇英文的小短文。
4.預習D，F部分。
七、板書設計：
Unit 6 Planning for the weekend
What are you going to do...?
We're going to ...
The Fourth Period
一、教學內容：
6B. Unit 6 D部分 Listen and write , F部分 Play the game
二、教學目標：
1.能聽得懂、會說、會讀和會寫句型What are you going to do...? 及其回答I am/ We're going to ...
2.能在具體情境中熟練運用所學句型。
3.熟練完成本單元D和F部分內容。
三、教學重、難點：
四會掌握What are you going to do...?句型及其回答并能在具體情境中熟練運用。
四、課前準備：
1.教具準備：錄音機、磁帶；圖片等。
2.教學準備：骰子和棋子，預習D 部分內容。
3.板書準備：板書What do you like...?
五、教學過程：
Step1 Organization
1.Warm up
1) Sing a song: Will you join me?可邊唱邊表演。
2) Everyday English(S→Ss)
2.Revision
1) 利用圖片進行師生問答練習。如：What are you going to do...? I am / We're going to ...
2)小組接力賽：教師將班級學生分成若干組，每組發一張紙條，每人寫一句，進行接力傳遞，看看哪個小組傳得快，寫得正確，獲勝的小組每位成員可在積分卡上記2分。
Step2 Presentation（Part D）
1.教師出示本部分的教學圖，指導學生先觀察圖片，簡要地介紹對話背景，讓他們了解對話主題。
Today is Friday. David and Liu Tao are talking about what they are going to do after
school.
2.同桌或小組根據圖片預測可能聽到的內容，做好聽的心理準備。
3.教師播放全文錄音，使學生對短文的內容有個大致的了解，鼓勵學生養成整體接受語言材料的習慣。
4在聽寫的過程中，教師要注意觀察學生的反應，要在聽力技巧上及時給予指導，如根據對話內容，針對所填詞語設計一些問題，請學生聽完后口頭回答，幫助學生理解對話，并在此基礎上完成填空練習。
5學生完成之后，教師可與學生討論練習答案，分析錯誤原因，找到解決方法。
對此練習中需要的非四會單詞，教師可出示在黑板上或給出單詞讓學生有選擇地填寫。
Step3 Practice and Consolidation(Part F)
1.教師事先布置學生根據圖例，了解有關游戲規則和方法，準備好游戲工具，包括骰子和棋子。
2.指導學生可在小組內開展游戲活動。
3.教師教師也可鼓勵學生自己自創新的玩法，在游戲中進一步鞏固所學知識。
六、布置作業：
1.抄寫本單元要求四會掌握的句子。
2.利用本單元所學知識，自編對話并會表演。
3.閱讀一篇課外英語小短文或小故事。
The fifth Period
一、教學內容：
6B. Unit 6 E部分Read and number G部分 Listen and repeat
二、教學目標：
1.能在教師指導下正確理解語篇內容，提高學生的朗讀和閱讀理解能力。
2.能在理解的基礎上，指導學生找到相應的圖片。
3．掌握語篇中出現的三會單詞project, zebra, Africa, elephant。
4.能初步了解字母組合ow在單詞中的讀音。
三、教學重、難點：
正確理解語篇的內容，并能實際運用。
四、課前準備：
1.教具準備：錄音機、磁帶；圖片等。
2.板書準備：板書課題 Unit 6 Planning for the weekend
五、教學過程：
Step1 Organization
1.Warm up
1)Sing English songs: 教師組織各小組進行英語歌曲的拉歌比賽。
2)Everyday English: (S→Ss)
2.Revision利用圖片進行問答練習，復習鞏固C部分句型。可以師生問答，也可以生生問答，還可以小組與小組之間問答。
Step2 Presentation
1.完成書中E部分內容：
1)教師先指導學生閱讀本課的語言材料，大致理解句子含義，想象活動場景。
2)對本部分出現的生詞project, zebra, Africa, elephant，教師可采取不同的處理方法：可在閱讀前講解，可啟發學生通過上下文猜測，也可指導學生借助課文插圖理解詞意。
3)引導學生閱讀對話，選擇合適的圖片，完成本部分閱讀練習。
2.完成書中G部分內容：
1)老師讓學生自己朗讀單詞，邊讀邊體會字母組合ow在單詞中的讀音。
2)指導學生聽錄音跟讀單詞和句子。教師可利用圖片或多媒體課件幫助學生理解句意。
3)教師可知道學生朗讀，也可在學生中開展朗讀比賽。
4）講師鼓勵學生自己歸納整理其他例詞，編寫繞口令或其他句子并練習朗讀。
Step3 Consolidation
1.分小組排練E部分的對話，然后表演出來。
2.Play a game:接龍比賽
教師將學生分成若干組，每組以snow開頭，要求學生用含有相同音素的單詞進行接龍比賽，看看哪個小組接得多，接得快！獲勝的小組每位成員可在積分卡上記2分。
六、布置作業：
1.抄寫四會單詞和句型，并用句型造句。
2.排練E部分的對話。
The Sixth Period
一、教學內容：
復習及完成《學習手冊》
二、教學目標：
1.通過復習，能熟練掌握本單元所學的單詞。
2.通過復習，能熟練地在情境中運用本單元所學的句型和日常交際用語。
3.熟練完成本單元《學習手冊》中的練習。
三、教學重、難點：
通過復習，鞏固本單元的知識點，達到熟練運用。
四、課前準備：
1.教具準備：錄音機、磁帶；實物；圖片等。
2.教學準備：復習本單元所有知識點，準備本節課檢測。
3.板書準備：板書課題Unit 6 Revision
五、教學過程：
Step1 Organization
1.Warm up
1)Sing English songs: 教師組織各小組進行英語歌曲的拉歌比賽。
2)Everyday English:
a. Daily report（S→Ss）
b.本節課教師可以給學生確定話題：Say something about your weekend，以鞏固上節課所學內容。
2.Revision
1)利用圖片和實物進行問答練習，復習本單元所學單詞和句型。
2)Dictation：聽寫本單元要求四會掌握的內容及部分三會單詞。
3)情境表演：要求學生根據教師提供的情境自編會話進行表演。
a.打電話和好朋友商量周末活動計劃
b.和爸爸媽媽商討五一黃金周的活動安排
c.Nancy的生日馬上要到了，Yang Ling和Mike正商量送她什么禮物。
Step2 Practice（完成練習冊）
1.聽力練習一：Listen and choose要求學生聽清錄音內容，正確理解圖意后選擇正確答案。
2.聽力練習二：Listen and tick先指導學生看懂短文內容，了解每個人做了什么，再在表格里
打鉤，有的人做的事不止一件，需聽清。
3.書面練習一：Read and write指導學生先看懂句子意思，再填入所缺單詞。
4.書面練習二：Look, think and write讓學生先看圖，讀懂所給句子，聯系所給場景，排列句子順序，讓學生在小組內討論完成。
5.書面練習三：Look, read and write教師先組織學生看圖，讀懂所給句子，聯系所給場景進行討論，填入所缺詞句。
6.書面練習四：Read and answer本題為閱讀理解題。教師先讓學生獨立閱讀短文，理解大意，然后分小組討論所給出的問題。
7.通過問答或小組討論核對答案。
六、布置作業：
1.復習鞏固本單元所學的四會單詞和四會句型
2.能熟練朗讀本單元會話，并能自編自演一段小對話
3.自選一篇課外閱讀材料進行補充閱讀
4.預習下個單元學習內容
Unit 7 教案
一、單元教學內容簡析：
英語學習的目的就是要交際。本單元圍繞“寫信”這一主題，從談論自己的筆友入手到著手給筆友回信，把有關“自我介紹”、“詢問他人情況”、“征求意見”等日常交際用語、詞匯和句型有機結合起來，并運用于對話和課文之中。本單元涉及到的了內容十分豐富，是對多種主題的綜合，包含到的語言點和知識點也很多。既然是“通信“，教師就要根據學生的具體情況讓這個主題在學中真正地體現出來。可以組織多種活動，如和外班，外校的學生相互通信還可以針對小學生愛上網溝通的特點，鼓勵他們交外籍朋友，培養他們的綜合語言運用能力，從而達到交際的目的。
Teaching aims：
1．Students can understand, say, read and spell the words:
penfriend, also, glue, write a letter。
2．Students can understand, say and read the words and phrases:
a postcard, finish, receive, subject, writing paper, envelope, e-mail address, fax number。
3． students can master the daily expressions : I hope so. What should I do?(Three skills)
4． students can master the sentence patterns: Can I have...? What for? I want to... (Four skills)
5． The pronunciation of “ur”
6． Students can read the rhyme : I want to write a letter.
Main and difficult points:
1． Students can master the words.
2． Students can understand the dialogue and can read it.
3． Students know how to write an English letter.
4． Encourage students to communicate with the foreign friends.
Teaching periods:
Period 1：B. Look, read and learn C. Look and say
period 2：A. Listen, read and say (page 54)
Period 3：A. Listen, read and say (page55)
Period 4：D. Listen and write/ E. Read, think and write
Period 5: F. Think and write G. Listen and repeat/ H. Say a rhyme
The First Period
一、 Teaching contents：6B Unit 7 B & C
二、 Teaching aims：
1、 word: (4 skills) glue.
2、 3 skills: envelope, postcard, fax machine, telephone number
3、 3 skills：Can I have...? What for ? I want to ... Sure. Here you are.
三、Points： the words in B & sentences in C。
四、Teaching aids：letter paper, envelop, postcard, glue, and the pictures, tape and the recorder
五、Teaching steps：
A．Organization.
1. Greeting.
2. Free talk.
3.Sing : Will you join me ?
B．Presentation and practice.(Look, read and learn)
1、e-mail
2、telephone number.
T: My telephone number is ..... What's your telephone number?
3、T shows the pictures, ss listen to the tape. to find out who learns fastest.
Let ss read the words ,and the others read after him/her.
(writing paper ,envelope, post card, glue)
5、Read after the tape, the after the teacher, together
c．Consolidation .
A good memory:
T shows P, ss say the words.
d. Use the words to practice the following sentences.
Can I have a postcard ?
S: What for?
T: I want to write to Tom .
S: Sure. Here you are.
e. practice the sentences and words with their partners.
And then let some come say.
f. ss practice C with their partners.
g．Assigning homework.
1、 listen and read B.
2、 Copy the words in the eb.
3． Write C in their own book.
3、 prepare A.
The Second Period
Teaching material
6B Unit 7 A. Listen read and say（page 54）
Teaching aims:
1． Students can understand, say, read and spell the words: penfriend,
2． Students can understand the dialogue and read it .
3. Students can use the knowledge they’ve learned in this class to communicate with foreign friends.
Main and difficult points:
1． Students can understand and master the dialogue.
2． Students can use the expressions and sentence patterns freely and correctly.
Teaching tools:
a letter, pictures, cards, tape, tape recorder
Teaching steps:
Step 1. Greeting.
step 2. Revision.
1. T: (show several pictures of the words in part 2)
Ss: Look at the picture and speak out the words.
T: what for?
Ss: I want to …
2. Students can get anything they’d like if they can make the right conversation with the teacher.
S: can I have the glue?
T: What for?
s: I want to make a kite.
T: Here you are.
Step3 . Presentation
1. Follow the conversation above
T: Can I have some writing paper?
Ss: What for?
T: I want to write a letter to my penfriend.
Ss: Learn the word: penfriend
2. Show the picture of Part A
T: I have a penfriend. Liu Tao also wants a penfriend.
1.Who did Liu Tao read about yesterday afternoon?
2.What did Peter want in China?
3. What would Liu Tao like to do?
Ss: Answer the questions.
3．T: Liu Tao want to write a letter. What things does he need?
Ss: Answer.
T: What will he say to mum if he want these things.
Ss: Speak out the sentences.
4. T: Please put the sentences in the right order.
( )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?
5. Listen to the tape and think about these question.
Q1: How many questions does mum ask?
Q2: What are Liu Tao’s answers?
Step4 Practice
1. Listen to the tape and imitate.
2. Read the dialogue in chorus and by themselves.
Step 5 Consolidation.
1． Fill in the blanks.
Time:____________________
Person:__________________
Activities: He ____ _____ an ______ boy, Peter. Peter wanted a _________ in China. Liu Tao would like to _________________________. He wants to _______________.
2． Act the dialogue.
Step 6 Assigning homework.
1． Listen to the tape and read
2． Preview next part.
3. Copy the new words and sentences.
The Third Period
Teaching materials:
6B Unit 7 A. Listen read and say（page 55）
Teaching aims:
1． Students can understand, say, read and spell the words: also
2． Students can understand , say and the words: subject, e-mail address
3． Students can understand ,say and read the expressions: I hope so. What should I do?
4． Students can understand the dialogue and read it .
4. Students can use the knowledge they’ve learned in this class to communicate with foreign friend
Main and difficult point:
1. Students can understand the dialogue and can use the expressions and sentence partteners freely and correctly.
2. From learning, students can know how to write an English and communicate with foreigners.
Teaching tools:
Pictures, cards, letter, tape with Peter’s self-introduction on it, tape recorder
Teaching Steps:
Step 1. Greeting.
Step 2. Revision.
1. T: Answer the questions
Q1 Does Liu Tao want to have a postcard?
2.What does Liu Tao want to have?
3.What does Liu Tao want to do?
2. Retell the dialogue
Step3. Presentation
1. T: Liu Tao wants to be Peter’s penfriend. Let’s know something about Peter.
Ss: Listen to the tape of Peter’s self-introduction.
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
2． After listening. Discuss in groups.
Question 1. Who's Peter?
2. Where does he live?
3. Does he have any brothers or sisters?
4.What are his hobbies?
3.T: Liu Tao’s mum gave him some suggestions.
Open your books and find out them.
Step4. Practice
1. Listen to the tape and imitate
2. Read dialogue in chorus and by themselves.
3. Complete Peter’s details’
Step5. Consolidation.
1． Retell the dialogue according to the form
2． Guessing game
Finish the form. S choose one and guess who he/she is.
Key words: Age, City, Family, hobbies.
E．Assigning homework.
1． Listen to the tape and read the dialogue
2． Recite the dialogue.
4. Complete this form and sen