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1、六年级HowDoYouGoThere英语教案六年级HowDoYouGoThere英语教案How Do You Go There可翻译为你是如何到达那里的，本单元在教学中涉及了一个文化知识，就是各国的交通规则不同，车辆的行驶方向也不同。下面就是WTT整理的六年级HowDoYouGoThere英语教案，。How Do You Go There教案1教学目标：1、能够听、说、读、写短语：on foot, by bike, by bus, by train。2、能够听、说、认读短语：by plane, by ship, by subway。3、能用句子 “how do you go to school
2、? how do you go to canada/?” 来替换询问别人的出行方式;并能够用句子 “i go by” 进行回答。4、听懂、会吟唱lets chant的歌谣。5、帮助学生了解交通规则，并在生活中自觉遵守交通规则。教学重难点：掌握四会短语和a lets learn部分中运用某种交通工具去某地的表达法，并能替换【关键词】：p 】： 进行问答。课前准备：1、教师准备lets start部分和主情景图的教学课件。2、教师准备录音机和本课时的录音带。3、教师准备a lets learn部分的单词卡片。教学步骤：一、热身(warm-up)1、复习副词：always，usually，often
3、，sometimes，never的读音与词义。t: when do you get up? / when do you go to school? (引导学生用always，usually，often，sometimes回答)2、t：today i go to school by bus.i usually go to school on foot.教师利用肢体动作帮助学生理解句子意思。t：what about you? do you go by bike or by bus? do you go on foot? or by car? 师生之间自由会话，引出几种常见的交通方式。引导学生看本课
4、lets start部分的标图并回答问题。二、预习(preview)1、lets chant教师放本课lets chant部分的录音，唱到on foot时，全班跺跺脚;唱到by car/ bike/ bus/ plane/ train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示lets learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。三、新课呈现(presentation)lets learn1、教师做动作，自问自答： “how do i go to school? i go to school by bike.” 并在黑板上写下：by bike。教师再重复刚才
5、的句子并问某一学生： what about you? how do you go to school? 教师帮助学生说出完整的句子： “i go to school by” 并将相应的短语写在黑板上。2、看短语贴卡片游戏教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的by短语旁边，教师领读短语和句子 “l go to school by”3、“快速反应” 游戏教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：i go to school by bike.4、教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/ bo
6、at等，呈现和练习这些短语。然后指着课本上的配图问：“what can you see in the pictures?” 注意引导学生理解地铁的含义： “its an underground railway in a city.it travels very fast.” 教师领读新学短语。5、学生听录音，跟读lets learn部分的内容。教师注意纠正学生的语音、语调。6、教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写, 也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。7、lets play教师请学生说一些地点，比如：school, beijing, the us
7、, the moon等;教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问 “how do you go to beijing/ the usa/ the moon?” 另一学生给出答案： “i go by train/ plane/ spaceship.”四、巩固和延伸(consolidation and e_tension)1、教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot， by bike, by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike
8、的另一说法：bicycle，意为两轮车。2、学生做lets learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。五、homework1、学生背诵并抄写四会单词;2、学生预习c lets sing部分的歌曲。How Do You Go There教案2教学目标1.能够听、说、读、写短语：on foot，by bike，by bus，by train。2.能够听、说、认读短语：by plane，by ship，by subway。3.能用句子,How d0 you go to school?How do you go to Canada/?来替
9、换关 询问别人的出行方式;并能够用句子,I go by进行回答。4.能够听懂、会吟唱Lets chant的歌谣。教学重难点教学重点、难点分析p ： 本课时的教学重点和难点是掌握四会短语和A Lets learn部分中运用某种交通具去某地的表达法，并能替换【关键词】：p 】： 进行问答。教学过程1.热身(Warm-up) Lets start(1) 教师说：Today I go to school by bike/bus.Usually I go to school by bike/bus.教师利用肢体动作帮助学生理解句子意思。然后问学生：What about you?Do you go by
10、bike or by bus?Do you go on foot?Or by car?师生之间自由会话，引出几种常见的交通方式。(2)自由会话之后，教师继续说：There are many ways to go somewhere.Look at these pictures.Do you know what they are?引导学生看本课时Lets start部分的标图并回答问题。2.预习(Preview)(1)复习频度副词：always，usually，often，sometimes，never的tob_id_3091读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。(2)Le
11、ts chant 教师放本课时Lets chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。教师再放录音，带着学生一起边唱边做动作：唱到on foot时，全班跺跺脚;唱到by Car/bike/bus/plane/train的时候，学生举起自己带来的玩具。然后教师根据歌谣内容随机出示Lets learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。3.新课呈现(Presentation) Lets learn(1)教师拿出一辆玩具自行车，自问自答：,How do I go to school?I go to school by bike.并在黑板上写下：by bike。教师
12、再重复刚才的句子并问某一学生：0jWhat about you?How do you go to school?学生如果回答：,Me too!教师就继续问下一名学生，直到有不同答案，教师帮助学生说出完整的句子：,I go。to school by并将相应的短语写在黑板上。(2)看短语贴卡片游戏 教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的,by短语旁边，教师领读短语和句子,l go to school by(3),快速反应游戏 教师说出某个短语，如：by bike，让学生做相应的动作或迅速举起相应的道具(单词卡片)并说出句子，如：I go to school by bike
13、.(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/boat等，呈现和练习这些短语。然后指着课本上的配图问：,What can you see in the pictures?注意引导学生，尤其是农村学生理解,地铁的。含义：,Its an underground railway in a city.It travels very fast.教师领读新学短语。(5)学生听录音，跟读Lets learn部分的内容。教师注意纠正学生的语音、语调(6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生
14、重新排序，组成单词。(7)教师还可利用学生卡片背面的灰体词引导学生进行单词描红，学生边描边读，看谁又快又好。 Lets play 教师请学生制作简易的单词卡片，一摞是地点，比如：school，Beijing，the US，the moon等;另一摞是交通方式，比如：by ship，by bike，by train等。教师鼓励!生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问,How do you go to Beijing/the USA/the moon?另一学生给出答案：,I go by train/plane/spaceship.对于词汇表述上有困难的学生，教师要及时地
15、提供帮助。对一些特别有创意的想法，教师可以写在黑板上加以鼓励。4.巩固和延伸(Consolidation and e_tension)(1)Main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot by bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike的另一说法：bicycle，意为两轮车。(2)学生做Lets learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。(3)学生背诵并抄写四会单词;复习
16、说唱歌谣。 (4)学生预习c Lets sing部分的歌曲。How Do You Go There教案3教学目标1、能够听、说、读、写单词或短语hospital、cinema、bookstore、science museum、post office.2、能够听说认读句型Where is the cinema?Its ne_t to the bookstore?并进行【关键词】：p 】： 的替换练习。3、初步了解合成词的相关知识。4、初步学会如何问路和指路。5、会唱歌曲Where is the hospital?教学重难点1、掌握Lets learn部分的四会单词和短语。2、准确书写四会单词和三
17、会单词museum的发音。3、掌握句型Where is the cinema?Its ne_t to your bookstore?并进行【关键词】：p 】： 的替换练习。教学工具多媒体课件教学过程Step1、Warm-up1、Greeting2、Lets sing3、复习短语4、用句子Where is the book?Its.复习介词in、on、under、near。Step2、Presentation1、出示一本有趣的书，说自己想读，问学生Where can I go?I can go to the bookstore。引出单词bookstore。教读，板书，指名学生读。出示书店和学校图
18、片,T:Where is the bookstore?S:Its near the school。再次出示书店和学校图片T:Where is the bookstore?S:Its ne_t to the school。引出短语ne_t to教读，板书句子，教读。问一排学生，Where is heshe?练习句型Its ne_t to.lets chant2、在书店看到一本关于机器人的书，想看机器人，T：Where can I go?I can go to the science museum。教读，并板书.重点教读museum的发音。让学生欣赏机器人。出示图片学生做对话。A:Where is
19、 the .?B:Its ne_t to .3、看到有趣的机器人，想到一部电影，想去看，应该去哪?T：Where can I go?I can go to the cinema。引出cinema教读、板书。学生欣赏电影片段4、在电影院吃了太多的爆米花喝了太多的可乐胃疼，T：Where can I go?I can go to the hospital。引出hospital，教读板书 lets chant5、这是好的一天也是坏的一天，想把自己的经历告诉自己的朋友，于是写了一封信，想去寄信，T：Where can I go?I can go to the post office。引出post of
20、fice，教读板书 lets chant6、打开书第五页，吴一凡和Robin去了一个新城市，他们看到了哪些地方，把它们找出并圈出来。Listen and repeatRole play7、小结：pand wordStep3、Practice1、Throg the dice(掷骰子说骰子上的单词)2、Big lucky wheel(幸运大转盘。用转盘指针指出的单词两人做对话)3、Group work(三人一组)设计自己喜欢的城市布局，小组内进行讨论A:Is there ain your city?B:Yes,there is.A:Where is the.?B:Its .B:Is there a
21、in your city?C:Yes,there is.B:Where is the.?C:Its .Step4、E_pand1、Listen to the mucic2、Asking and giving directionsStep5、Homework1、Copy English words three times抄写英语单词3遍。2、Design your own favorite imaginary city .Use the sentences weve learned lesson to talk about it .设计你自己喜欢的想象中的城市，使用本节课学过的句型和你的朋友一起
22、讨论。How Do You Go There教案4一、教学目标与要求1.能够读懂lets read部分，并能判断短文后的句子是否正确。2.能够理解story time的故事。3.帮助学生建立自觉遵守交通规则的观念，并了解不同国家交通规则的异同。二、教学重、难点分析p 重点：帮助学生理解句型： in china/the usa,drivers drive on the right side of the road.in england and australia,however,drivers drive on the left side of the road.难点：学生对文化差异的了解：在中
23、国和美国等国家车辆_右行驶，但在有些国家车辆_左行驶，比如英国、澳大利亚、新加坡等地。三、教具准备1.图片2.教学挂图3.磁带4.录音机5.词卡四、教学步骤stepsteachers activitiesstudents activitieswarm-upgame:跳兔子舞t:left-right-go-turn around-go,go,go.game:跳兔子舞ss:left-right-go-turn around-go,go,go.pre-task1.lets chantits a green light.i can go.go-go-go!its a yellow light.i mu
24、st wait.wait-wait-wait!its a red light.i must s.s-s-s!2.lets doa.t:red/yellow/green.b.t:wait/go/s.c.t:this is my left hand.show me your left hand.show me your right hand.lets chant!ss:s/wait/go (do actions)ss:yellow/green/red.students show the hands.while-tasklets read1.look at the teacher and learn
25、 the sentences.t:now im walking on the right side of the road.i know the traffic rules.do you think so?(write:walk on the right side of the road.)(walk on the left side of the road.)t:which is right and which is wrong?2.look at the pictures and find the differencest:in different countries,traffic li
26、ghts are the same,but the traffic rules are diffeent.whats the difference between the two pictures?which picture is about china and the usa?which one is about england and australia?3.read the te_t by themselves and tick or cross.4.listen to the tape and repeat.story timelearn the sentences.ss:in chi
27、na and the usa,drivers drive on the right side of the road.in england and australia,however,drivers drive on the left side of the road.read the sentences after the teacher.read the te_t by themselves and tick or cross.listen to the tape and repeat.story timepost-taskact out the story.act out the sto
28、ry.homework1.do activity book2.listen to the tape of unitHow Do You Go There教案5教学内容：短语：by subway , by bus , on foot , by ship , by train , by plane , by bike句型：how do you go to school ? i go to school 教学目标：1.能够听、说、读、写短语：by train , by plane , by subway , by ship ,by bike , on foot2.能够听、说、认读句子：how do
29、you go to ? 并能在实际情景中运用。3.能够完成task time中的任务。教学重难点：1.重点：能听、说、读、写短语“ by train , by plane , by ship , by bike , on foot ”并能在实际情景中灵活运用。2.难点：区别单词“ subway ”和“ train ”。课前准备：1.交通工具的图片和模型。2.表格。3.多媒体课件。教学步骤一、热身：1.日常口语对话：good morning / afternoon!nice to see you again .how are you ?fine , thank you .whats the we
30、ather like today ?its very 2.师引导学生做第一册第64页的lets do。课件：出示该段内容的字幕及录音drive the car .throw the plane 二、预习：听听做做：要求学生能根据教师的指令，做出相应的动作，目的在于让学生理解“ go to ”例如：1.please go to the door.open the door, please.2.please go to the dow.close the dow, please.3.三、导入新课：1.教师拿出一辆自行车模型，t: today i go to school by bike.i usu
31、ally go to school by bike.教师利用肢体动作帮助学生理解句子意思。课件：自行车图片教学：by bike2.教师提问学生，t：how do i go to school ?引导学生回答，ss：by biket：yes , you are right.i go to school by bike .板书并教学：i go to school by bike.t：but sometimes, i go to school on foot.教师利用肢体动作帮助学生理解on foot。课件：步行上学图片教学：on foot3.教师提问学生，t：how do they go to s
32、chool ?引导学生回答，ss：on foott：great.they go to school on foot.what about you ? how do you go to school ?教师以采访的形式提问几个学生。板书：how do you go to school ?引导学生回答，ss：i go to school by bike / on foot.由此引出：by bus课件：工交车图教学：by bus4.a：再以采访的形式提问另外几位学生,t：how do you go to school ?ss：i go to school by bike / on foot / by
33、 bus.b：教师接着上面学生的回答提问，t： can you go to school on foot ? can go to beijing on foot ?ss：no.t：of course.beijing is so far.then how do you go to beijing ?由此引出: by plane , by train课件:飞机图教学:by plane课件:火车图教学:by train5.课件:火车图和地铁的比较由此引出:by subway教学：by subwayt：can you see the subway in quzhou ?ss：no.t：where ca
34、n you see subways? in shanghai ?ss：yes.t：good.in shanghai , hong kong , we can see subways.and the students can go to school by subway.课件：小船和轮船的比较由此引出：by ship教学：by shipa)活动巩固：i.听指令选图片：分别请几个学生听音在课件上选相应的图片,选对的话,图片回变大;选错的话,图片没有任何反应。ii.whats missing：完整的七幅图同时在一个屏幕上,点一下会有一幅图消失掉,让学生猜是什么没了。iii.“小小调查员”：每个学生调
35、查3名同学how do you go to school ?并做好记录,调查完后抽几名学生向全班做汇报,用上：go to school by bus / iv.lets play：准备两份单词卡片,一份是地点,如：school , beijing , canada 等。另一份是交通方式,如：by ship , by bike , by train 等。请两位学生抽卡,抽到地点的同学就问：how do you go to ?抽到交通方式的同学回答：i go to byb)扩展,延伸：活动：找旅伴namewhere do you want to go to ?how do you go there
36、 ?让我想到了很多之前没想到的问题。Part Reading prehension(Reading in Depth)(25 minutes)Section ADirections:In this section, there is a paage with ten blanks.You are required to select one word for each blank from a list of choices given in a word bank follog the paage.Read the paage through carefully before making
37、your choices.Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre.You may not use any of the words in the bank more than once.Questions 47 to 56 are based on the follog paage.A department stores i
38、nputs include the land upon which the building is located, the labor of the employees, (47) _in the form of building, equipment and merchandise, and the management skills of the store managers.On a farm, the operation system is the transformation that occurs when a farmers (48) _(land, equipment, la
39、bor, etc.) are converted into such outputs as corn, wheat or milk.The e_act form of the conversion proce (49) _from industry to industry, but it is an (50) _phenomenon that e_ists in every industry.Economists refer to this (51) _of resources into goods and services as the production function.For all
40、 operation systems, the general goal is to create some kind of value-added outputs that are worth more to consumers than just the sum of the inputs.To the consumers, the resulting products (52) _utility due to the form, the time, or the place of their availability from the conversion proce.However,
41、the proce is subject to random changes.Unplanned or uncontrollable influences may cause the actual output to differ from planned output.Random fluctuations can arise from e_ternal disruption (fire, floods or lightning, for e_le) or from (53) _problems inherent in the conversion proce.Inherent variab
42、ility of equipment, material imperfections, and human errors all affect output quality (54)_.In fact, random variations are the rule rather than the e_ception in production procees; therefore, (55) _variation bees a major management task.The function of the feedback is to provide (56) _linkages.With
43、out some feedback of information, management personnel cannot control operations because they don t know the results of their directions.2A) offerB) capitalC) mediumD)difficultE) variesF) differentlyG) proposalH) transformation I) beautifullyJ) economicK) reducingL) internalM) inputsN) affordO) info
44、rmationSection BDirections:There are 2 paages in this section.Each paage is followed by somequestions or unfinished statements.For each of them there are four choices markedA), B), C) and D).You should decide on the best choice and mark the correspondingletter on Answer Sheet 2 with a single line th
45、rough the centre.Paage OneQuestions 57 to 61 are based on the follog paage.Most of the people who ear most often and most gloriously in the history booksare great conquerors and generals and soldiers, whereas the people who really helpedcivilization forward are often never mentioned at all.We do not
46、 know who first seta broken leg, or launched a seaworthy boat, or calculated the length of the year,or manureda field; but we know all about the killers and destroyers.Peoplethink a great deal of them, so much so that on all the highest pillars in the greatcities of the world you will find the figure of a conqueror or a general or a soldier.And I think most people believe that the greatest countries are those that have beatenin battle the greatest number of other countries and ruled over them as conquerors.It is just poible they are, bu