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1、冀教版小学英语第六册全册教案备课（三年级起点）Lesson 1 Look!2Lesson 2 What Are you doing ?8Lesson3 Who Is singing?14Lesson 4 Who Is Thirsty20Lesson 5 Who Is Hungry?27Lesson6 What Are They Doing? 32Lesson 7: Are You Ready For a Song?36Lesson 8 Again, Please42Lesson 9: Arriving in Beijing47Lesson 10 A Walk in Beijing51Lesso
2、n 11: Tiananmen Square59Lesson 12 ： The Palace Museum64Lesson 13: Taking Pictures70Lesson 14 ： Shopping in Beijing74Lesson 15: Are You Ready for a song ?78Lesson 16 Again, please82Lesson 17 Lets buy postcards!86Lesson 18 Jenny Writes a Postcard91Lesson 19 Li Mings Letter95Lesson 20 At the post offic
3、e98Lesson 21 Writing the Address103Lesson 22 : Sending an E-mail108Lesson 23 Are you ready for a song ?112LESSON 24： AGAIN, PLEASE! 117Lesson 25： Li Ming Goes Home120第 26 课：Jenny 回家125Lesson 27 Danny Goes to School129Lesson28 Jennys and Dannys Pictures133Lesson 29 : Gifts for Everyone137Lesson 30： A
4、 letter from Li Ming141lesson 31. Are You Ready for a Quiz ?144Losson 31: Are you ready for a quiz?147Lesson :32 Again, Please! 148Lesson 1 Look!教学目标：1 .知识目标：要求学生掌握四会单词：look, see, point 体会表演looki ng, seeing, pointing；巩固食物名称单词和动物单词；2 .能力目标：能灵活使用句子I see .能运用所学的英语词汇和 句式解决描述观察中所看到的东西。3 .情感目标：培养学生观察能力，提高
5、学生对事物的探究兴趣。教学重、难点：要求四会的单词look, see, point和要求掌握的句式I see .。教具、学具准备：1 .单词卡片。2 .录音机或课件。教学过程：Class Opening and Review1, 做游戏：Colour point”教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生 一起说歌谣，指颜色。（设计意图：这个环节的设置既复习了一些颜色，又引出了本课中提到的颜色。）2, 做游戏“Name it教师说出颜色名称和表示词汇的类别，如Rde:food,这时学生必须写下他们所能 想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多就算赢。 教师
6、拿出准备好的一些食物，说：I m hungry. I want to eat some bread.I like to eat some bread. What do you like to eat?” I like to eat.”复习表示实物名称的词汇。利用单词卡片What s your favourite fo od? My favourite food is .也可用此句型复习动物词汇。（设计意图：这个环节的设置用来复习以前学过的食物词汇和动物词汇，同时复 习 What s your favourite ?这个句式。）3.教师指着教室中的某个物品，说Look, I see .（引出新概
7、念。）New Concepts1 .本课的新概念look, see, point学生曾多次接触，比较熟悉，让其表演1 ooking, seeing, pointing.教师要向学生说明look和point的区别，look表示看的动作，see表示看见， 是看的结果。让学生多运用这些单词说句子。2 .学生熟悉句式后，再利用实物和单词卡片学习。让学生看卡片，练习句型，Look! I see a .3 .运用实物进行练习。让学生向周围或窗外看，练习句型Look! I see a . is pio inting.4 . 两人一组做问答练习。What do you see? Look! I see .（设
8、计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出自己观察到的，教师加以指导就可以了，通过练习巩固新知。）5 .听录音两遍，注意语音语调。第一遍听后回答问题，What does Jenny/ Danny/ LiMing see?第二遍跟读，让学生足以模仿录音中的语调。6 .两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里）教师先找一个口语较好的学生作一下示范。然后让学生分组练习，鼓励学生多说些知道的句子。如：Hello! How are you? How do you feel? Are you hungry? / thirsty?（出示一幅图画）Wha
9、t do you see?7 .利用实物或单词卡片汇报演出。（设计意图：锻炼学生自己的创造性，可以结合以前学过的句型和词汇，并利表演出来，运用于实际生活中。）Class ClosingActivity book板书设计:Lesson 1 Look!课后反思:look,see,pointlooking,seeing,pointingLook! I see a课后习题：一.找出不同类的一个单词。()1.chickendumplingsnoodlesschool()2.cowricesheepgoat()3.bustrainairplanekite()4.fruitvegetablebicyclem
10、eat二.连词成句see aIcowbrown school red see I a smallLesson 2 What Are you doing ?单位：双桥教育总校 姓名：徐凯 联系电话：0315-3336795教学目标：1. 要求学生掌握四会单词：行为动词drawsleep和形容词quiet loud2. 理解并能够运用短语：drawing a picturelooking out thewindowsinging a song sleepingreadinga book3. 句型 what are you doing ? I aming. What is he (she) doin
11、g? He (She) is ing .教学重点：本课的四会单词：draw sleep quiet loud教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录音机、教学卡片、实物等。教学过程：、Class opening and review （复习行为动词）1.唱歌曲：“I am Drawing找一名唱的好的学生到前面做动作领唱。2.学生已学过，walk run jump sit stand这几个行为动词，教师可以用自问自答的形势，借助体态语言说出下面的话What am I doing?I am standing .What are you doing? you are si
12、tting .What amI doing? 1amwalking.What amI doing? 1amseeing.What am I doing ?1 am pointing.（设计意图标提倡“以旧引新”，在这个环节中，教师自己做动作，让学生借助形体语言理解句子，并复习学过的行为动词，为这一课的教学作好铺垫）二、Key concepts （新授）1 .学习单词：draw, sleep继续上一环节的动作，What am I doing ?1 am drawing.让学生猜教师在做什么。What am I doing ?1 am sleeping.利用单词卡片学习这两个词汇，并练习拼读、造句
13、。2 .给全班发指令，使用新旧词汇，特别注意draw和sleep,开始时，教师边发 指令，边做动作，然后只发指令。Read a book!Draw a picture!Sing a song!Go to sleep!叫一名正在做动作的学生，提问并出示句子What are you doing? I am _ _ing.两人一组做动作练习以上句型。指名到前面表演并练习对话。3 .学习单词quiet, loudWhen I am drawing, I am quiet.（这时把食指贴在嘴唇上作“别出声”状，重复quiet, quiet）But when I am singing , I am lou
14、d（这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学 生就很容易理解这两个词了。并板书单词）利用卡片学习新词，提示学生这是一对反义词。结合前面学过的句型练习这两个词，可以教师发指令，学生将这个词用动 作或声音演示出来。或老师演示，学生猜词。然后作对话练习What are you d oing? I am ing.4 .课文阅读（1）（听第一部分录音）回答问题：In the morning. Who is quiet? Who is loud? What is Jenny /Danny/ LiMing doing?（2）跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解
15、决。（3）分角色大声朗读。（文章第二部分In theafternoonw教法基本同上）注意理解now这个词的意思。让学生猜测是什么意思。教师指正。设计意图：新课程提倡“任务型教学”和“目标性听、读课文”由开始设置疑 问到学生在听课文的过程中有重点的有目的地理解课文，再到听完课文后回答 问题，学生经历了从带着兴趣好奇心想去了解课文到与课文的完全接触和初步 理解，最后终于解决疑问找到答案的探究发现过程。5.表演课文对话，可以让学生对照课本进行表演。给学生一些时间进行表演前 的准备。三、Class ClosingActivity book板书设计:Lesson 2 What Are you doin
16、g?drawdrawing a picturepointquietsinging a songsleeploudreading a bookseelooking out the windowsleeping课后反思:课后习题:1.把单词补充完整，并连线。q _ i _ t睡觉1_ _ d安静的s 1 _ _ P画画d r _ ws _看见吵闹的2.拓展练习让学生小组合作，创设一个任意情景，要求利用quiet, loud, sleep, draw, 然后进行表演。Lesson3 Who Is singing?单位：双桥教育总校 姓名：徐凯 联系电话：0315-3336795教学目标：A.知识目标
17、：对本课单词baby man woman;句型Who is this? This is a胆r.做到听说读写四会。能听懂说出认读单词their能够理解并表演第二部分：Who is singing?B.能力目标：通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描 述人物的活动，表达自己的感受；用现在进行时描述。C.情感目标：通过和Li Ming, Jenny, Danny在火车上的活动，增强学生观察 力，增加生活情趣，更加热爱生活。教学重点：本课的四会单词：man, woman, baby句型：Who is ? It s .教学难点：本课的难点在于对课文的理解和句型的灵活运用。教学用具：录
18、音机、教学卡片、实物等。教学设计：Class Opening and Review1 .用Simon Says的游戏复习所学动词或动词短语，也可以猜词。（看卡片做 动作）（教学意图：也可利用其它游戏或歌曲复习所学动词或动词短语，主要是与前 一节课衔接。）New Concepts1 .出示图片，教授单词man woman baby教师示范利用图片描述。（可以给他们起名字）This is Tim.He is a father.How old is he? He is years old.He is a man.在让学生依例描述图片，也可以手写。让学生描述woman和baby.（教学意图：根据第一部
19、分教学内容，充分利用直观教具和多媒体创造各种语 言情景，让学生利用各种感观参与英语学习的实践活动，加快对语言材料的吸 收和运用，提高学生运用语言的能力。）通过游戏巩固新词。可以教师描述，让学生猜词。如：He is a father.How old is he? He is years old.He is a 也可以让学生做动作表演，其他学生猜词。2 .教师领读课文第一部分。给学生一些卡片，让学生模仿课文进行描述。然后让学生模仿Li Ming描述自己的家庭。可以先让学生画一画自己的家庭， 然后再介绍。教师最好给一个示范。（教学意图：学生利用自己家庭的实际情况描述，使英语更贴近生活，更便于 学生之
20、间运用。）3 .复习句型：She/He is _ing.创设情景，复习正在进行时。板书学生提出 的动词短语，加上ing并朗读。（增加本课需要掌握的动词短语：sing cry talk sleep）4 .变换问题：What is he doing?What is she doing?What are they doing?引导学生做出正确回答。5 .小组合作学习，操练句型。可以四至五人一组，两个学生对话练习，其他学生表演动作。综合练习所学的 语言。（设计意图：合作操练以巩固知识为主，也可让学生拓展练习。）6 .自读课文，说说了解到了哪些信息。7.回答问题：Who is singing?Who i
21、s crying?Who is talking?Who is sleep?8 .小组合作读课文，提出不懂的地方，互相帮助解决。（教学意图：锻炼学生阅读能力，使学生学会用多种学习方式学习，增强 学习策略方式。）9 .分角色朗读课文。情景表演。可以让学生借助课本进行对话表演。（教学意图：根据学生能力，可进行情景小表演，分组或其他形式。）Class ClosingActivity book课后反思:板书设计：Lesson3 Who is Singing?manwomanbabysingingcryingWho is_? It, s ,talkingsleeping1.课后习题:填入所缺字母。m _
22、nb_b_w _ m _ ns_ngc r _t _ 1 ks 1 p2.画一张自己家庭的全家像，给每个人分别标上mam, womam, baby, gir1 , boy.并写出描述家庭关系的单词(mother, father, son, cousin)Lesson 4 Who Is Thirstyi .教学目标：i.知识与技能：掌握词汇quick now理解并灵活运用下列句型：Wh。is?What would you like to drink?Would you like ?Yes, please. /No, thanks.2 .过程与方法：采用情景交际法和分组对话表演法3 .情感态度教育
23、：学会与他人合作和关心他人n.教学重点、难点:灵活运用句型Who is?What would you like to drink?Would you like ? Yes, please. / No, thanks.m.教具学具准备1. 录音机和磁带2. 水,一大杯茶,一杯牛奶,一瓶汽水和若干一次性纸杯IV.教学过程Stepl. Greetings and review以教室里同学们的活动为主要情境，复习操练Wh。is ?，形成师生互动，生 生互动.（设计意图：简单的问候以及小对话的操练,在上课开始就给孩子们营造一种轻 松愉快的课堂氛围,增进师生之间的情感交流,使学生进入一种自然而真实的语 言
24、状态.）Step2. New concepts1. T:（作干渴状）Well, I am very thirsty now. I would like to drink something. Look!There are so many drinks here: water, tea, milk and pop.（像 变魔术一样拿出各种饮料并 展示给学生）But what would I like to dri nk? Would I like some pop? No! Would I like some milk? No. Or some t ea? No. Some water? Yes
25、. I would like some water （倒一些水，然后喝了）. Wow, so good!（设计意图：教师投入的,甚至夸张的表演及意想不到的实物展示一下子吸引了 孩子们的注意力，他们会目不转睛地观看和倾听老师的表演，甚至会幻想如果 让自己选择，他会喜欢喝哪一种饮料.此时，他们进入了一种自然真实的语言 环境.）2. T: Who is thirsty too now?（重复 Who is thirsty?边说边写在黑板的 正上方）51: I am.52: I am thirsty, too.T: Would you like some sth to drink?51: Yes.T:
26、 What would you like to drink?（板书） (To SI) : Would you like some tea?(板书)SI: Yes, please.T: Here you are.（倒一些茶给他）（To S2:） Would you like some tea?52: No.T: Would you like some milk?52: No.T: What would you like?52: Some pop, please.T: Ok. Here it is!（倒一些汽水给他）（设计意图:创设一种开放，和谐，积极互动的语言活动氛围，努力产生一种融 入式的真实
27、语言环境.让学生体验用英语做事的快乐和自豪感.从而自然地不 知不觉地沉浸其中，增强语感，同时也渗透了本节课的重点内容）3. ListeningLi Ming, Mrs. LI, Danny and Jenny are on their trip to Beijing. The y, re on the train. What are they doing? Are they thirsty? Listen to the tape and let, s see who is thirsty.( （设计意图：听录音为学生提供地道的语言材料和标准的语音语调，有助于学 生正确模仿，强化记忆，以便形成良
28、好的语言素质，同时，有了前面的师生的 对话的铺垫，这一环节帮助学生更好的理解课文）（Ss answer the question: Who is thirsty?）4. Reading ComprehensionRead the text aloud and find out : What would Danny, Jenny and Li M ing like to drink?”（板书）（Ss answer the questions）乘胜追击，进一步检查学生对课文的理解，提出问题.Why are Jenny and Li Ming slow? Their tea is too hot t
29、o drink.（板 书）Is Danny slow, too? No, he is quick.（板书）（设计意图:通过阶梯性目标性阅读，让学生在逐步加深对文章整体理解的同时, 有重点地去捕捉有效信息，提高了学生的阅读理解能力，从师生对话到听课文录音再到此时的大声朗读课文，难点句型也不在是难点，在不知不觉中被易 化了.）Step 3: Practice1. Read the text in group of five and role-play it. (At least two g roups)2. Suppose you and your friends are at a restaur
30、ant, ordering. Make up a dialogue.3. Act out the dialogue. (At least two groups)(设计意图:分角色朗读，设定情景编对话及对话表演，这一系列的操练活动， 始终以学生为主体，他们始终是课堂的主人，老师只是一个引导者，一个助手, 或者说一个导演，学生们在朗读中学习并收集材料，在既定情景中自由创作.在对话表演中体验共同创作的快乐，真正起到了 “用中学，学后用”和“乐 中学，学中乐”的绝佳教学效果.)Step 4: Homework1. Get ready for the dialogue-acting.2. Do the
31、exercises in the Activity-book.V.板书设计：Lesson4 Who Is Thirsty?1. Who is thirsty?What wo uld you like to drink?Li Ming, Jenny and DannyWould you like ?2. What would Li MingA cup of tea.Jenny like to drink? Some tea, tooDannySome pop.3. Why are Jenny and Danny slow?Their tea is too hot to_drink.4. Is D
32、anny slow too?No. Danny is quick.课后反思:Lesson 5 ffho Is Hungry?i .教学目标：i.知识与技能：理解并灵活运用下列句型：Who is hungry?What would you like to eat?Would you like some _?Yes, please. /No, thanks.May I have some？2 .过程与方法：情景交流及对话表演3 .情感态度教育：学会与他人合作和关心他人n .教学重点、难点：Who is hungry?What would you like to eat?Would you like
33、 some _?Yes, please. /No, thanks.May I have some,?in.教具学具准备录音机和磁带一些袋装小吃和一些图片IV.教学过程Stepl. Greetings and review(表演上节课布置的情景对话)Step2. Leading-in and listeningT: When you are thirsty, you drink. But when you are hungry, what do you do? Yes, when you are hungry, you eat. Then what do we eat ever y day?Ss
34、: Rice, dumplings, noodles, apple, hamburgersT: Yes, you are right. For breakfast, lunch, or supper, we have rice, dumplings, noodles, and many other kinds of food. But do you like to eat snacks? What, s a snack? Look, these are snacks, (show them to th e class).出示单词卡片，教学生认读这个词。引导学生利用新词说句子。如I like /
35、 d on t like snakes.师：Do you like them? Do you think Danny, Li Ming and Jenny like them? Ok, let s listen to the tape.(Play the tape and Ss answer the question： Do you think Danny, Li M ing and Jenny like them?)Step3. Reading1. Read the text and answer the question“What would Jenny, Li Ming and Dann
36、y like to eat on the train?w(Write the question on the blackboard)一(Ss read the text and answer the questions)鼓励学生提出更多的问题，并让其他学生回答。2. Read the text after the teacher to understand it better.3. Read the text aloud in groups and try to make it into a dia logue.Step4. Optional- practiceSs can read the
37、text in groups or practise the dialogue in groups找表演好的小组到前面进行表演。Step5. Homework1. Collect as many words about food as you can.2. Go on with the dialogue about the text.3.Do the exercises in the Activity Book.V.板书设计Lesson5 Who Is Hungry?Do Jenny, Li Ming and Danny like a snack?What would JennyLi Ming
38、 like to eat on the train?Danny课后反思:Lesson6 What Are They Doing?i .教学目标： i.知识与技能：理解并灵活运用下列句型：What is _ doing? - He/She is _ingWhat are you doing?-I, m _ing What are they doing?- They re _ing2 .过程与方法：情景交流及对话表演3 .情感态度教育：学会细心观察,与他人合作和关心他人.n.教学重难点:理解课文并能够熟练使用下面的句型What is _ doing? He/She is _ingWhat are
39、you doing? - V m _ing What are they doing? - They re _ing m.教具学具准备录音机和磁带,多媒体课件IV.教学过程Stepl. Greetings and review可以做动作，让学生猜词语，如hungry, thirsty, sleep, draw等。然后出 示卡片，复习这些词。Step2. Leading-in and listenShow some pictures to the class by ppt.（幻灯片）and present the sente nces:What is he doing? He is running
40、. / What is she doing? She is singing./ What are they doing? They, re playing.(To the class) What are you doing?C: We re looking and listening.T: Good! Then do you know What are Jenny, Li Ming and Danny doing o n the train?” What are they doing?(Write the question on the blackboard)领学生多读几遍。Ok, let s
41、 listen and find the answer. What are Jenny, Li Ming and D anny doing on the train?w播放录音，第一遍听，第二遍跟读，之后让学生回答问题。What are Jenny, Li Ming and Danny doing on the train?”Step3. Reading comprehensionRead the text and fill the chartWhoWhat is he/she doing?The babyThe womanThe three menDanny检查学生的完成情况，进行指导。St
42、ep4. PracticeDo ask and answerin pairs like this:（利用书中的图画。）What, s the baby doing? - He ising. 教师先与一名学生示范一组，然后再让学生联系。Step5: Homework画一幅人物图，并写出句子What，s the doing? - He/Sheising.V.板书设计Lesson6 What are they doing?What is _ doing? - He/She is _ing What are you doing? - I m _ing / We, re _ingWhat are the
43、y doing? - They re _ing 课后反思:Lesson 7:Are You Ready For a Song?、教学目标:知识目标:1、完成本正课的句型问答，并通过句型练习，能正确地运用句型：Can you_?及其答语，描述能在火车上做什么。2、复习现在进行时并学习本课的歌曲。3、完成本单元的故事和活动手册。4、复习单词：loud, quiet能力目标：1、利用所学的知识进行情景交际联系。2、通过所学歌曲，进一步加深对现在进行时的认识。情感目标：通过学习，培养学生对大自然的热爱及合作意识。二、教学重点:1、能正确运用单词loud,quiet和句型Can you?”及其答语。2、
44、完成本单元的故事和活动手册。3、复习现在进行时。4、利用所学进行情景交际练习。三、教学难点：利用所学进行情景交际练习。故事的学习。四、教具、学具准备：录音机（磁带）或光盘，五：教学过程：1、 GreetingT: Hello! Boys and girls. How are you today?Ss: I m fine.T: How s the weather today?Ss: The weather/It, s ,T: How do you go to school?S: I walk to go to school. /I go to school by bus.T: What can
45、you see on a bus?T: I see,T:What can you do on a bus?Ss: I can T:How do you go to Beijing?Ss: I go to Beijing by bus/train/car.T: What can you do on a train?Ss: I can .T: Can you look out of the window? Can you read a picture?（让学生在不知不觉中完成了本课的一部分学习任务，调动了学生的学习积极 性）2、 Let s sing a songT: Today, Danny is on the train, too. What happened? Let, s listen to the song.和学生一起朗读歌词，解答学生不懂的词语或句子。按节奏朗读歌词。达到熟练。（打开书或看光盘，学习本课的歌曲，教师可利用手势语或体态语言帮助学生理 解本课的歌词，边唱边做动作，这样也可激发学生的学习兴趣）3 Story BookT: Today Baby Becky doesn, t go to school. He goes for a walk with he r mot