北师大版六年级下册英语全册教案
小学英语六年级（下学期）
对新课标理解：
现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。
本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。
在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。
利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。
总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching contents:
本册书共六个单元，其中3个单元是精读课文，3个复习单元,而且每个单元都有听、说、读、写等多项练习。书后有分类清晰的词汇表，更有利于教师的教和学生的学。
Teaching Aims:
知识技能：
1、Listening:
充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多的可能更直观的学习方式。掌握部分常用的日常用语，如：能够运用一般过去时和一般将来时询问一些事情，能够用现在进行时表示将来时来表达一些事情，能够用情态动词表达自己的想法。
2、Speaking:
根据册书的教学要求，作为一个主导方向，指导学生在一定的教学情境中，能够正确用过去式讲发生过的事情，用将来时表达将来的事情以及能用进行时表达将来发生的事情。
3、Reading:
正确，流利的朗读课文对话及功能操练中的对话，正确读出与课文相关的单词，认读感带有字母组合的单词和一些带有辅音字母的单词。
4、Writing:
以听、说、读的基础上，培养学生写的能力。正确使用英语中的标点符号。正确对所学句子进行排序。
过程方法：
1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且提高他们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发展。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触机会，从而更直观方便的教和学，在潜移默化中培养学生学习英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日常生活中的应用。主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注意日常口语在生活中的应用。
情感态度与价值观：
1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问题，因此更应引起我们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时刻渗透思想道德教育的重要性。确立良好的价值观和积极向上的人生观，形成同样积极的学习态度。
3、对于申奥成功，无疑是北京对世界张开怀抱的一个机会，学生作为未来世界的主动力，在学习中提倡培养学生的创新意识。这样才能在竞争如些激烈的社会
中立足，做一个社会主义新人。
Teaching Emphasis:
1、对于一些日常用语的应用。
2、一些情态动词的用法。
3、一些频度副词的用法。
4、一些词的特殊用法。
5、重点提高学生对单词的掌握。
Teaching Difficulty:
1、对日常用语的应用和学生听力的培养。
2、一些情态动词的用法。
3、学生对课文的理解及自己阅读课文的能力。
4、学生对单词的理解和运用。
Teaching planning:
注：其中复习周的课时安排可作为机动课时由任课教师合理安排。
UNIT 7
The mountain bike race
新课标体现：
通过本单元的学习，学生能够运用祈使句语气提出要求，简单说明注意事项。能够在表达中有意识的使用副词，运用恰当。通过本单元本短文的学习，学生能够进一步了解某些体育活动的规则和要求。通过本单元的故事内容，了解自行车越野赛这项运动及其注意事项，培养学生参与体育运动，锻炼身体的习惯，培养学生的安全意识，学会在运动中保护自己。
Teaching Aims:
知识技能：
1、Listening:
能够理解本单元的故事。
2、Speaking:
能够在表达中有意识的使用副词，运用恰当。
3、Reading:
能正确、流利的朗读课文。
4、Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了
解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:
1．学习情态动词must 的用法。
2．复习情态动词 has to 的用法。
3．形容词变副词的规则变化和不规则变化。
Teaching Difficulty:
1．能够理解课文的大意，回答一些关于课文的问题。
2．能够运用祈使句语气提出要求，简单说明注意事项。能够在表达中有意识的使用副词，运用恰当。能够进一步了解某些体育活动的规则和要求。
3．一些单词的记忆。
The 1st per
Teaching Aims:
1. The students can understand the story.
2. The students like to learn English.
3. The students can be listening and reading.
Teaching Emphasis:
1.How to understand the story.
2.How to read the story.
Teaching Difficulty
1. How to understand the story and read the story.
Teaching process:
Step1:
Review
T: Prepare one songs and have the children settle down from their exciting vacation experiences and get ready for the new term. Have the children try to talk about their experiences of winter vacation.
S: Try to talk about it.
Step2:
To review what has been learned last semester.
Step3:
Set the scene
T: Ask the children if they have ever entered a competition. Ask them the rules of the competition.
S: Try to talk about.
T: Have the children look at the pictures for the story.
S: Look at the pictures.
Step4:
Pre-story activity
T: Have the children look at the pictures and read dialogues on the pages and have the children talk about what they can see in each picture and what they think is happening.
S: Try to talk about.
T: Play the tape of the story for a few times. Have the children listen to the tape. Ask some questions.
S: Listen to the tape and try to answer the questions.（困）
Step5:
Tell the story
T: Have the children look at the pictures .The teacher tells the story to the children.
S: Listen and look at the picture.
T: Have the children read the text by themselves.
S: Read the text.
Step6:
Homework: Tell the story to their parents.
反思：学生能够理解课文内容，并对课文感兴趣。但课文里生单词较多，有个别单词的读音学生还没有掌握。
The 2nd per
Teaching Aims:
1. The students can describe the picture.
2. The students like to learn English.
3. The students can be writing and reading.
Teaching Emphasis:
1.Learn the new words.
2.Try to review the story.
Teaching Difficulty
1. How to review the story.
2. Emphasis new words.
Teaching process:
Step1:
Review :( plays a game)
Step2:
Learn the new words.
T: Have the children open their books at page4. Draw their attention to the top half of the page. Point to the picture and ask: “What can you see in the picture?”
S: Open the book and answer the question.
T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.
S: Read the words after the teacher. （困）
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape. （困）
Step3:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures
S: Look at the picture.
T: Play the tape and have the children match the pictures.
S: Listen to the tape and match.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step4:
Words you know
T: Point to each drawing and orally elicit the subject name and have the students write.
S: Write the words.
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step5:
Write the adverbs
T: Write the adverbs on the blackboard, have the children read these words. S: Read these words.
T: Remind students that we normally add-ly to form an adverb.
S: Write them on the books.
T: Write some sentences on the blackboard.
You’re a good rider. You ride well.
He’s a fast rider. He is riding fast.
Have the children try to understand these sentences and the adverb. S: Try to understand.
Step6:
Look and match
T: Have the children look at the sentences and try to match them.
S: Try to match.
T: Check the answer.
Step7:
Homework: Read the story.
Copy the new words four times.
反思：学生基本能掌握做题技巧，能够抓住重点词语。但是学生大单词量较小，应加强学生增加词汇量。
The 3rd per
Teaching Aims:
1. The students can tell the story.
2. The students like to learn English.
3. The students can be writing and speaking.
Teaching Emphasis:
1.Review the words and the story.
2.Do some reading.
Teaching Difficulty
1. How to use the words.
2. How to tell the story..
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
T: write the sentences on the blackboard and let the children read each sentences.
S: Read the sentences after the teacher. （困）
Step2:
Read and find out
T: Have the children read the text and try to find the answer “Do you know what activities American children do after school?”
S: Read the text and find the answer.
T: Have the children read the text again more carefully and then work in pairs to check the answer.
S: Read the text again work in pairs.
T: Ask students to work in pairs and discuss the activities they do after school.
S: Work in pairs.
Step3:
Listen and match
T: Have the children open their books at page7. Have the children understand the phrases.
S: Look at the pictures and read the phrases.
T: Play the tape and have the children try to match.
S: Listen the tape and try to match.
T: Check the answer by calling out the sentences number and choosing
individual students to provide the answers.
S: Check the answer.
Step4:
Read and match
T: Have the children read and try to match the sentences.
S: Look at the sentences and try to do it.
T: Check the answer.
Step5:
Tell a friend…
T: Have the children try to tell a friend something you must always do and something you must never do at your school.
S: Try to talk about in pairs.
Step6:
Homework
Write these sentences on the book.
反思：学生能够根据图片的意思理解题意，并能够复述图片内容。
The 4th per
Teaching Aims:
1. The students can understand the grammar and use them.
2. The students like to learn English.
3. The students can read the story and do some exercise.
Teaching Emphasis:
3.Review the grammar.
4.Do some reading and do some exercise..
Teaching Difficulty
1. How understand the grammar and how to use them.
2. How to read the story and do some exercise.
Teaching process:
Step1:
Review the words.
T: Ask a question “Do you remember the rules on the mountain bike race?”have the children answer the question.
S: Try to answer the question.
T: Ask another question “Do you know other rules in the school?” Have
the children answer the question.
S: Try to answer the question and review the phrases.
Step2:
Focus the grammar
T: Tell the students how to use the grammar and have them do some exercise. S: Try to understand and do them.
T: Have the children check the answer with the partner.
S: Talk about the answer.
T: Ask some students speak out their answers and check them.
S: Check the answer correctly.
T: Have the children read them loudly. （困）
S: Read the sentences.
Step3:
Read and answer
T: Ask students “ Do you know the baseball?”
S: Try to answer the question in Chinese.
T: Ask another question “Can you play baseball?”
S: Try to answer the question.
T: Have the students read the questions.
S: Try to read and understand them.
T: Have the children read the text and try to find the answer.
S: Read the story and do exercise.
T: Check the answer, ask some students answer the question.
S: Check the answer.
T: Have the children read the text again and find some words that they don’t understand.
S: Read again and find them. （困）
T: Explain these words.
Homework:
Have the children read the text again and tell their friends what they know.
反思：学生已经掌握了一定的阅读技巧，能够根据短文的内容回答问题。
The5th per
Teaching Aims:
1. The students can understand the pronunciation and read them correctly.
2. The students like to learn English.
3. The students can do some listening practice.
Teaching Emphasis:
5.Learn the pronunciation.
6.Do some listening practice.
Teaching Difficulty
1.How to understand the pronunciation and read them correctly.
2. How to do the listening practice.
Teaching process:
Step1
Review the story
T: Ask them some questions about the story.
S: Try to read the questions.
T: Retell the story for the children and have the children try to retell the story.
S: Listen the story and try to retell the story.
Step2:
Pronunciation
T: Have the children look at the pictures and try to read these words. S: Try to read these words. （困）
T: Play the tape and have the children repeat.
S: Repeat the words.
T: Explain the sentences.
S: Read these sentences many times.
Step3:
Perfect your pronunciation
T: Tell the students they will listen to some sentences about taking pictures. Play the tape and have the children just listen.
S: Listen to the tape. （困）
T: Play the tape again and have the children read after the tape.
S: Listen and repeat.
T: Have the children try to say these sentences to the partner.
S: Do pair work.
Step4:
Chant and sing
T: Play the tape and have the children just listen to the song.
S: Just listen.
T: Play the tape again and have the children try to sing it.
S: Try to sing. (two times)
Step5:
BINGO Kids quiz
T: Have the children read them and try to guess the matter.
S: Read them and try to do them.
T: Check the correct answer.
Homework:
Have the children listen to the song and try to sing it after class. 反思：学生的兴趣浓厚，掌握了一定的读音规则，并能够根据读音规则拼读单词。
The6th per
Teaching Aims:
1. The students can do some exercise by themselves.
2. The students like to learn English.
Teaching Emphasis:
1.Review this unit and do some exercise.
2.Evaluate their learning.
Teaching Difficulty
1.How to do these exercise.
Teaching process:
Step1
Review the story, words and grammar.
T: Have the children try to think about the story.
S: Try to do it.
T: Review the grammar and have the children do some exercise.
S: Try to do these exercises.
Step2:
Do some exercise.
T: Play the tape and have the children check the correct answer.
S: Listen and try to do them. （困）
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Have some students speak out their answers and have the children correct the answer.
T: Have the children do exercise2and3 by themselves.
S: Try to do it.
T: Check the answer.
Step4:
T: Have the children try to write a paragraph.
S: Try to write.
T: Give an example.
Step3:
Evaluate your learning
T: Have the children evaluate themselves.
S: Do them.
Homework:
Write a paragraph with your own ideas.
反思：大部分学生基本掌握了本课的内容，并能够把所学的内容运用到实际生活中。
UNIT Eight
In the emergency room
新课标体现：
本单元主要是要求学生能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。学生能了解运用恰当的句型表达询问或请求，并能作出相应的同意或拒的回答。通过对本单元的学习，学生能了解反义疑问句的基本用法。引导学生要有安全意识，在病痛面前要乐观，勇敢的面对，并积极配合医生治疗。尊重生命安全是生活中的首要原则。通过本单元的学习，了解一些基本的急救常识。
Teaching Aims:
知识技能：
1、Listening:
能够理解本单元的故事。
2、Speaking:
能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。
3、Reading:
能正确、流利的朗读课文和一些辅音的读法。
4、Writing:
能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。
过程方法：
1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了
解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。
2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便
于学习，掌握，和运用。
3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可
以帮助班主任更好的完成思想道德教育工作。
Teaching Emphasis:
1．能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。
2．对故事以及对话的理解和如何阅读。
3．对一些单词的理解和记忆。
Teaching Difficulty:
1．能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。
2．学生能了解运用恰当的句型表达询问或请求，并能作出相应的同意或拒的回答。
3．一些单词的记忆。
The 1st per
Teaching Aims:
1. The students can understand and read the story.
2. The students like to learn English.
3. The students can be listening the story.
Teaching Emphasis:
1. How to read the story and understand the story.
Teaching Difficulty
1. How to read the story.
2. How to understand the story.
Teaching process:
Step1:
Set the scene
T: Ask the children if anyone has ever had to go to the hospital because of an accident. “What happened?”
S: Try to answer the questions.
T: Write these words on the blackboard and have the children read them after the teacher.
S: Read these words after the teacher. （困）
T: Tell the children that in this unit Matt fell off the bike and go to the emergency room.
S: Think and listen.
Step2
Model the dialog:
T: Have the children open the books and look at the picture.
Have the children try to understand the meaning of sentences.
S: Open the books and try to understand the meaning.
Step3:
Pre-story activity
T: Have the children try to read the dialogs and then talk about what happened.
S: Try to read the dialogs and talk about it.
T: Play the tape and have the children read the story after the tape. S: Read the story after the tape. （困）
T: Play the tape again and ask some questions and have the children try to understand the story.
S: Try to understand the story.
Step4:
T: have the children read the dialogs in pairs.
S: Read the dialogs in pairs.
T: Have some students read the dialogs.
S: Read the dialogs one by one.
Step5:
Read the story and act. (Group work)
Homework:
Preview the story.
课后反思：大半部分学生能够理解课文内容，并能够根据课文内容回答老师提出的问题。学生的学习兴趣浓厚。
The 2nd per
Teaching Aims:
1. The students can understand the phrases and use them.
2. The students like to learn English.
3. The students can be writing.
Teaching Emphasis:
1. How can remember the phrases and use them.
Teaching Difficulty
1. How to use the structure and answer it.
2. Emphasis new words.
Teaching process:
Step1:
Review :
Review the story and have the children try to retell the story.
T: Have the children look at the pictures and try to retell the story. S: Look at the pictures and try to do it.
Step2:
Learn the new words.
T: Model the word and have the children repeat. Use the same procedure with the other words in the picture.
S: Read the words after the teacher. （困）
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the new words
S: listen and point. Repeat after the tape.
Step3:
Talk together
T: Ask a question “ I can go to the party, can’t I?”Have the children try to answer the question.
S: Try to answer the question.
T: Have the children try to make the dialog in pairs.
S: Do the pair work.
T: Have some students read it.
Step4:
Did you know
T: Explain some words to the children and have them try to read it. S: Try to read it and try to understand it.
Step5:
Listen to this.
T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures
S: Look at the picture. （困）
T: Play the tape and have the children check true or false.
S: Listen to the tape and check.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step6:
Words your know
T: Have the children open the books at page 17 and look at the picture on top of the page.
S: Open the books look at the picture.
T: Ask some questions and have the children try to answer them.
S: Try to answer the questions.
T: Have the children take out the pencils and write the words.
S: Try to write the words by themselves.
Step7
Match the questions and answer.
T: Have the children try to read and do exercise.
S: Read it and try to answer the questions.
T: Explain some sentences and check the answers.
S: Check the answer.
Step6:
Homework: Copy the new phrases four times.
课后反思：学生基本掌握了翻译疑问句的基本句式，但不能够灵活运用老师给的规则。应多加强练习。
The 3rd per
Teaching Aims:
1. The students can read the story.
2. The students like to learn English.
3. The students can be writing and listening.
Teaching Emphasis:
1. How to understand the text and do some exercise.
Teaching Difficulty
1. How to read the text and do exercise.
2. How to use the structure.
Teaching process:
Step1:
Review the story.
T: Point to each picture, elicit the story from the children.
S: Follow the teacher and retell the story.
Step2:
Read and write
T: Have the students read the text and ignore any words they don’t understand.
S: Try to read the text by themselves.
T: Ask some questions:
1.Do you know what to do if you cut your finger?
2.Do you know what to do if your leg is hurt badly?
S: Try to answer these questions.
T: Have the children try to complete the match task by themselves.
S: Try to match.
T: Ask students to check in pairs.
S: Check them in pairs.
Step3:
Listen and match.
T: Have the children look at the pictures and understand how to do it. S: Look at the pictures.
T: Play the tape and have the children match the pictures.
S: Try to do it.
T: Play the tape again and have the children check the answer.
S: Listen again and check the answer.
T: Play the tape again and have the children try to repeat.
S: Listen to the tape and repeat.
Step4:
Read and complete.
T: Have the children look at the examples and try to understand how to do this exercise.
S: Look at the examples.
T: Have the children choose the right words.
S: Try to do it.
T: Have the children check the answer in pairs.
S: Check the answer with their partner.
Step5:
Complete the questions.
T: Have the children try to complete the questions.
S: Try to do it.
Homework
Copy these sentences
课后反思：学生能够根据老师的解释理解题目要求，并能够按照要求阐述自己的观点。
重点课时备课
The 4th per
Unit4 Communication Workshop参考教案 Teaching objective: To write sentences with the help of an internet page To listen to a song and extract important words To listen to a radio programme for main facts Resources used: cassette, slide Teaching difficulties: write sentences with the help of an internet page Teaching procedures: Ⅰ. Warming up Ask students what they already know abut Sydney—encourage them to say as much as possible. Then give them some information, such as:3. 9 million, Chinatown, Sydney Harbor Bridge, seaside city, surfing, Sydney Tower, official created a city. Fill the blanks with these information Ⅱ Writing Use your notes to write key sentences for each paragraph about your area. For example: Sydney is a modern city located in South –eastern coast of Australia. The teacher gives students five minutes to do the exercise. Then ask students read out their sentences. After this, the teacher may show students these model sentences. 1. It is known to all that Sydney Opera House has become a symbol of Sydney.
Unit 1 Signs Lesson 1 Get Ready 1. 听做游戏 教师说指令，学生做动作，复习以前学过的动词。 T: Walk! / Don’t walk! / Touch your nose! 2. 想一想，说一说 （1）引导学生思考在上课时不能做哪些事情，让学生说一说。为故事的学习做铺垫。 T: What can’t we do in the English class? （2）教师结合学生所说内容，呈现相应的警示标志。 T: Don’t run. No food. （3）教师说指令，学生指标志或说标志。 Listen and Read 1. 导入故事 呈现故事第一幅图，让学生看插图，说一说为什么Ken 阻止Mocky，并猜一猜他们将要去哪。 T：Where are they? Why does Ken stop Mocky? Where are they going? 2. 学习故事 （1）播放故事动画，让学生说一说主人公去哪里玩，以及Mocky做了哪些事。引导学生回答，并将相应的插图贴在黑板上。 （2）播放故事动画，让学生对故事中Mocky的行为作出判断。例如，Mocky不正确的行为有：图1，在红灯亮时Mocky依然想要过马路；图3，Mocky乱扔垃圾；图5，Mocky想要在河中游泳。Mocky正确的行为有：图4，Mocky知错就改，就垃圾扔进垃圾桶；图6，Mocky劝阻图中男士不要抽烟等。 （3）带领学生看插图3、5、6，找出Mocky及朋友是如何对待错误行为进行劝阻或提示的。（4）让学生看故事内容，说一说为什么这些行为不正确，让学生模仿人物的动作和语言。（5）回顾故事主要内容。把人物面具贴到黑板上，引导学生回忆每个人物的活动，鼓励学生模仿人物的语音语调。 3. 模仿表演 （1）让学生独立看插图、阅读故事。 （2）放录音，让学生指人物对话文本，跟读对话。 （3）呈现故事主要情节的插图，删去部分对话，让学生根据图片和语言提示，补全对话。（4）把学生分成小组或让学生独立练习朗读对话。（5）鼓励学生在小组内分角色朗读或表演故事。 Learn to Say 1. 呈现情景 （1）问学生是否参观过展览或去过博物馆，让学生说一说参观过展览或在博物馆里不能做什么。 （2）呈现Learn to Say的插图，让学生说一说插图中的小朋友在哪里。（3）指女孩的相机，问学生是否可以照相，为什么。呈现No cameras. 2. 学习词汇 （1）播放对话，让学生指人物、模仿。 （2）让学生想一想博物馆还可能看到哪些警示牌或标志语，例如，Don’t litter. No smoking.
北师大版小学五年级英语上册教案（三年级起点） Unit1 Job Lesson1 Teaching aims: 1 Use greetings and polite expressions in life 2 Can understand and read the dialogue 3 Can read and write the words correctly 4 Can make the dialogue Teaching emphasis: 1 use greetings and polite expression in life 2 understand the sentences Teaching process: Step 1: use greetings and polite expression in life. Example: T: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry S: Good morning/afternoon/Goodbye/Please/Thank you/You are welcome/Excuse me/sorry Step 2: show new words T: show the new words cards like a student a teacher a policeman a vet a
doctor Read the words after the teacher Step 3: model the dialogue T: hold up the flashcard for dance. Say “She is a dancer” and “She can dance” S: repeat the sentences after the teacher Like this to do other sentences T: review the word can and can’t S: to know the differences into can and can’t. T: hold the flashcard for doctor. Say “he is a doctor . He can’t help animals. S: to repeat it Step 4: T: look at the picture and think some question Picture1: where are Ann, Ken and Mocky? Picture2: what are Ann, Ken and Mocky looking at? Picture3/4: what is happening now? Picture5: what is Ann pointing to? Picture6/7: who comes to help? Picture8: who is the man in the green shirt? Picture9/10: what is happening now? S: to look at the book and answer the questions in Chinese Step5:
全册教案 农村小学英语教学与实践活动的研究方案 一、问题提出: 随着中国与世界的交往日益密切,英语学习已经成为人们的必须.英语作为一门语言,在学习过程中既要有正规系统的学习渠道,而又要有随时随地都能进行的学习练习及应用场所,以便巩固所学的英语知识,提高英语交际的能力。 渤海镇小学现状:：1、渤海镇小学的生源来自于附近行政村，与城里小孩相比会有一定的差别：农村孩子胆小、拘谨、不善言谈，羞于说英语，缺少自信心。 2、渤海镇小学英语师资力量相对薄弱。3. 缺乏运用英语的环境。目前社会上尤其是农村，用英语的环境很少，甚至没有。因此学生听英语、说英语的机会很少，他们缺少一个学习英语的语言环境。但是渤海镇又有自己得天独厚的条件，旅游业比较发达，农家院大量兴起，都是学生进行交际的有利场所。如何根据农村小学的实际情况，有效地把握课堂教学，创设良好的英语学习环境，培养和发展学生使用英语这种交际工具的能力。怎样发挥本地区的优势，使课堂教学与实践活动相结合，培养学生交际意识，提高学生交际能力，所以提出了“农村小学英语教学，与实践活动的研究”课题。 二、文献综述 三、研究的目的、意义 英语教学的目的就是培养和发展学生使用这种交际工具的能力。 英语教学新课程的理念是要尽可能多的为学生创设英语交际的环境，尽可能多的让学生以多种形式接触、学习、使用英语。 本课题探索充分利用农村的多种资源如旅游业、农家院等，给学生创设英语交际的环境，开展实践活动，培养学生的交际意识、提高他们的交际能力的措施与对策，以供其他农村学校在此方面有所借鉴，共同提高学生的英语水平。 四、研究内容 1、英语课堂教学模式。 2、英语教学的课外实践活动。 五、研究假设 充分利用农村的语言环境，给学生创设英语交际的环境，开展实践活动，就能培养学生的交际意识，提高他们的交际能力。 六、研究方法 行动研究法 七、研究措施 (一)农村小学课堂教学模式 1、3－5分钟谈话训练。利用课堂3分钟时间，可以在课始，可以在课中，也可以在课末，根据实际情况再定。 2、5-10分的复习时间,在复习的过程中要注意孩子们兴趣的培养,多设计一些有趣的活动. 3、新授内容 单词教学: 遵循词不离句的原则。以词带句、一句带词，八单词放在句子里学习，在词语和相应的事物之间建立联想，而不是机械的学习，一方面避免了直接教单词的枯燥，另一方面，有帮助学生建立初步的语感，增强了趣味性。
Unit 5 Rhythm 一、学习目标 【单元话题】 1. 熟悉了解主要英语国家的艺术形式。 2. 了解中外著名画家、艺术家、建筑师，以及不同的艺术、建筑风格。 【词汇】 Lesson 1：effect, performance, base, award, anger, audience, disappoint, impress, extraordinary, extremely, creative, powerful, throughout Lesson 2：instrument, male, female, general, combine, in other words Lesson 3：talent, key, beauty, appearance, quiet, worldwide, at times Lesson 4：generation, type, ordinary, unique, noble [来源:ZXXK] 【交际用语】 学习请求允许或拒绝的用语 ※Is it OK/all right if I…？ Can/Could I…? Would it be all right if I did…? Please let me… No, I'm afraid you can't.
【语法】 1. will用于表示决定。 2. 学习时间、原因、结果、目的等状语从句。 二、单元知识要点 Lesson 1 1. Read the concert review and match the four paragraphs with the titles. 读这篇音乐会评论，把这四段和对应的标题连接起来。 Match…with…把……和搭配起来，也可用match…to…。 You should match your blouse to/ with your skirt. 你应该把上衣和裙子搭配起来。 match the article with/to the writer match…with…还可表示： ①使……与……对抗/搭配 The teacher matched me with Tom in today's tennis match. 老师要我在今天的网球比赛中跟汤姆比。 ②使……与……结婚 He matched his daughter with his friend’s son. 2. Canadian singer and song writer, Alanis Morissette, is used to being in the public eye. 加拿大歌唱家阿兰妮丝·莫里塞特已经习惯了公众的关注。 be/get used to（doing）sth. 习惯于（做）……，为固定短语。
最新北师大版高中数学必修二教案（全册） 第一章 推理与证明 合情推理（一）——归纳推理 课时安排：一课时 课型：新授课 教学目标： 1、通过对已学知识的回顾，进一步体会合情推理这种基本的分析问题法，认识归纳推理的基本方法与步骤，并把它们用于对问题的发现与解决中去。 2.归纳推理是从特殊到一般的推理方法，通常归纳的个体数目越多，越具有代表性，那么推广的一般性命题也会越可靠，它是一种发现一般性规律的重要方法。 教学重点：了解合情推理的含义，能利用归纳进行简单的推理。 教学难点：用归纳进行推理，做出猜想。 教学过程： 一、课堂引入： 从一个或几个已知命题得出另一个新命题的思维过程称为推理。 见书上的三个推理案例，回答几个推理各有什么特点？都是由“前提”和“结论”两部分组成，但是推理的结构形式上表现出不同的特点，据此可分为合情推理与演绎推理 二、新课讲解： 1、 蛇是用肺呼吸的，鳄鱼是用肺呼吸的，海龟是用肺呼吸的，蜥蜴是用肺呼吸的。 蛇，鳄鱼，海龟，蜥蜴都是爬行动物，所有的爬行动物都是用肺呼吸的。 2、 三角形的内角和是，凸四边形的内角和是，凸五边形的内角和是 由此我们猜想：凸边形的内角和是 3、，由此我们猜想：（均为正实数） 这种由某类事物的部分对象具有某些特征,推出该类事物的全部对象都具有这些特征的推理,或者由个别事实概栝出一般结论的推理,称为归纳推理.(简称：归纳) 归纳推理的一般步骤： ⑴ 对有限的资料进行观察、分析、归纳 整理； ⑵ 提出带有规律性的结论，即猜想； ⑶ 检验猜想。 三、例题讲解： 例1已知数列的通项公式，，试通过计算的值，推测出的值。 【学生讨论：】（学生讨论结果预测如下） （1） 180?360?540?(2)180n -??221222221,,,331332333+++<<<+++ a a m b b m +<+,,a b m {}n a 2 1()(1)n a n N n +=∈+12()(1)(1)(1)n f n a a a =--???-(1),(2),(3)f f f ()f n 113(1)1144 f a =-=-=
《Unit 6 Design》Communication Workshop Objectives ■To practise using linking words (so that) expressing reason. ■To design and write a description of your perfect house or flat. ■To listen to and understand a song. ■To describe and discuss paintings, using strategies to express yourself fluently. Resources used Cassette, Writing Help 3. Possible problems Some students may have fewer creative ideas than others. Careful grouping of students will help here. Routes through the material ■ If you are short of time, omit the Talkback stage of the writing and speaking workshops. ■ If you have time, do the Options Activities. ■ If you have two periods for the lesson, the natural break is after the writing activity. Language Power: pages 84?C85. Writing: Describing Y our Dream House Before you start Exercise 1 ■ Students read the sentences and choose what so that expresses. ■ Point out that so that is followed by a clause with the modal can. ■ Elicit linking words for showing the sequenc e of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand. Exercise 2 ■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers). Answers 1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay. 2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer. 3 In my house, there is a garden so that we can have tea parties with our family and friends. 4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading. 5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleep
北京师范大学出版社小学英语四年级教案 全册备课 对新课标理解： 现在的社会是向着全球化，社会化发展的英语逐渐的成为我们生活中不可缺少的一部分，越来越被人重视，作为教育发展的重要环节，作为迎接未来世界的一把钥匙。 新课标强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。 做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。 在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。 总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。 Teaching Aims: 知识技能： 1、Listening: 充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。辨别词中的字母的不同读法。 2、Speaking: 根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。 3、Reading: 正确，流利的朗读和使用课文对话，正确读出与课文或练习中相关的单词，认读字母和带有此字母的单词。 4、Writing: 以听、说、读的基础上，培养学生写的能力。正确描、写英语中的字母，能够摹仿老师的板书写简单的字母、单词和句子。 过程方法： 1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识，且提高他 2、们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，
北京师范大学《小学英语》五年级下册教案学期教学计划。 学生情况分析经过四年的学习，学生普遍有一定的英语基础，同时由于诸多因素，学生英语学习水平参差不齐，两极分化情况明显，随着教学内容难度的增大，学生学习兴趣有普遍下降的趋势，因此小学高段教学应注意1、激发学生持续的英语学习兴趣，让每位学生在学习中体验到成功的快乐，内化对英语学习的需求。2、教给学生一些学习策略，引导学生对所学知识进行比较、归纳，寻找学习中的一些内在规律 教材的知识结构及系统分析北师大3－11册每册书均为6个单元，其中前五个单元为新 授课单元，每单元围绕一个话题展，基本结构为：blackboard （展现单元核心内容）――story（整体呈现）――Words to learn，Listen to this，Talk together，Let’s sing，Read and circle ，Listen and match，Let’s find out，Touch and say，Read and write ，Listen and practice（从听、说、读、写进行技能训练）――Storytime（拓展阅读）――Self－assessment（自我反思）；最后一个单元为复习 单元，巩固本册主要句型和语言现象。 本册涉及主要话题：Unit 7机场接人（名词性物主代词和一般过去时态）Unit 8音乐会（一般将来时）Unit 9体育运动（特殊疑问句）Unit 10购书（形容词比较级和最高级）Unit 11食品制作（描述做事程序和祈使句的用法）Unit 12餐馆就餐（整理、复习本册重点语言知识和结构） 语法：比较难 词汇：量大，其中较大部分分别在以前教学内容出现过 学期教学目的听： 能在图片、图像、手势的帮助下，听懂简单的话语或录音材料；说： 能就所熟悉的个人和家庭情况进行简短对话； 能运用一些最常用的日常套语（如问候、告别、致谢、致歉等）；能在教师的帮助下讲述简单的小故事； 读： 能认读所学词语； 能根据拼读的规律，读出简单的单词； 能读懂教材中简短的要求或指令； 能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文 写： 能模仿范例写句子； 能根据要求为图片、实物等写出简短的标题或描述； 学期教学重难点1、学习习惯的培养 2、学习策略的习得 3、各单元故事的理解、认读、复述 4、能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯； 5、基本知识和技能
Unit 23 Rescuing the temple 一、教学目标与要求 在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。完成练习册编排的练习。 二、教学重点与难点 1．重点词汇flood；figure；rebuild；mark；face（v．）；in danger；date from；make agood effort 2．重要句型figure；rebuild；mark ；face（v．）；in danger；date from；make a good ef-fort 3．语法定语从句（5）：1）The project，which lasted four years，cost＄1 billion．2）Bob’s father，who worked on the project，spent four years in Egypt． 4．日常交际用语提出建议（Making suggestions）：1）Well，there are several thingswe could do．2）Maybe we could go shopping this evening．3）I think we should do that an- other day．4）You’d better take a hat．The sun will burn you if you’re not careful． 三、课型 （一）对话课 Ⅰ．教具录音机，投影仪。 Ⅱ．课堂教学设计 1．Warm-up：向学生提出以下问题，由大家讨论：Suppose your family are on holiday．And you are planning a trip somewhere．Tell me what you might discuss． 启发学生热烈讨论，可板书大家提出的问题。如：1）when to go；2）where to go；3）howto get there ；4）how long to spend there ；5）what to do and see there ；6）what to take ；7）what to buy 2．准备放对话录音。借助投影片打出以下听前提问：1）Where are the family spendingtheir holidays？2）Where is the temple located？ 放录音一至两遍，请学生回答上述问题，教师予以必要订正。 Key：1）The family are spending their holidays in Egypt．2）The temple is located on theedge of the lake that has been made by the dam．
北师大版小学英语四年级上册Unit5 Our Town第一课时教学设计 大兴区亦庄镇第一中心小学三羊小学张翠翠 一、指导思想与理论依据 《英语课程标准》中指出，英语课程改革的重点就是改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为形成学生积极主动的情感态度。 本节课针对这一点，通过教学活动的设置与实施，激发学生的学习兴趣，学生在体验、参与、合作的氛围中，理解知识，掌握知识，并培养学生的综合语言运用能力。 二、教学背景分析 （一）、教学内容分析 本套教材是北师大版小学英语教材，其特点是将每个单元分为故事、词汇、对话、语音、阅读和复习六个课时。第一课时是在故事所创设的相对真实的语境中，让学生了解本单元的主要词汇和功能句。本节课内容具体为： 复习词汇与句型：near、next to、behind、in front of；Where is the …?It’s … 新授词汇与短语：town、 between…and…、a supermarket、a train station、a movie theater、a toilet、turn left、right并能结
合旧句型说清楚目的地与指路。
（二）、学生情况分析 通过以往知识的学习，学生对句型Where is the …?It’s …已经熟练，可以清楚问答相对简单的地点句子。本课中出现的地点词汇比较长，认读与记忆起来相对难,另外，介词between…and…首次出现，学生会感到陌生。 三、教学目标 （一）、知识与技能目标 能过正确认读词汇town、between…and…、a supermarket、a train station、a movie theater、a toilet、turn left、right，并能够结合旧句型清楚问答有关地点。 （二）、过程与方法 1、通过复习上单元出现的歌谣，引出本节课的学习课题，激发兴趣。 2、以谜语和认读卡片的形式，进行词汇教学，加深学生对所学词汇的理解与记忆。 3、初次连贯观看动画，整体掌握本节课学习内容。 4、再次分解看动画，掌握本课中出现的地点词汇与其运用。 5、三看动画，概括出What’s in our town?与How can we go to the zoo?并总结出the reason that Mocky doesn’t like the zoo. 7、同桌自主练习文中的某个片段。 8、结合我校建筑物特点，看懂地图，清楚准确地问答地点。
小学英语五年级（上册） 全册备课 对新课标理解： 现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。 本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。 做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。 在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。 利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。 总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。 Teaching contents: 本册书共六个单元，其中五个单元是精读课文，一个复习单元,而且每个单元都有听、说、读、写等多项练习。书后有分类清晰的词汇表，更有利于教师的教和学生的学。 Teaching Aims:
Unit 7 Art Lesson 1 Masterpieces 【教学目标】 Students will be able to 1. read and talk about paintings and masterpieces 2. read for general understanding 3. read for specific information and understanding words in context 4. read for similarities between three different paintings 5. learn about and practise noun clauses 6. learn about and practise subject clauses, object clauses and predicative clauses 【教学重难点】 1. reading for specific information 2. Using noun clauses in context 【教学过程】 1. Talk about paintings on page 8. (1) Discuss one painting at a time. Students can use the vocabulary under the paintings. What title would you give to each painting?Write the heading of each painting on the board; “The Starry Night”, “The Scream” and “The Empire of Light”. Ask students: a. What does the title say about the painting? b. What elements can be seen in the painting? c. What is your opinion of the painting? Explain. d. What emotion does the painting bring to mind? e. How does the painting make you feel? (2) As students are talking, write vocabulary words that they mention on the board. Make sure that every student has a chance to answer the questions and take part in the discussion. 2. Read and find out what each painting is about. (1) In pairs, students read through the descriptions of the three paintings. (2) Instruct students to underline the title of each painting and the general sentence for each paragraph.
┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ ┆ - ? 你的位置： - - - - - - - - - - - - 通知：每个用户的电子书可下载数量由原来的限制个数下载变更为无限制、全部免费下载，请相互转告，谢谢。 电子书下载排行榜 ? ? ? ? ? ? ? ? ? ? ? ? ? ?
? ? ? 最新更新 2019-03-25 ? [] 2019-03-25 ? [] 2019-03-25 ? [] 2019-03-25 ? [] 2019-03-25 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-21 ? [] 2018-11-12 ? [] 2018-11-12 ? [] 2018-11-12 ? [] 2018-11-12 ? [] 2018-11-12 ? [] 2018-11-12 ? []电子书最新推荐 ? ? ? ? ? ? ?
? ? ? ? ? ? ? ? ? ? ? ? 科教电子书 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
哲学电子书 08-13 ? [] 01-06 ? [] 08-13 ? [] 01-06 ? [] 01-06 ? [] 01-06 ? [] 08-13 ? [] 07-14 ? [] 01-06 ? [] 01-06 ? [] 01-06 ? [] 08-13 ? [] 01-06 ? [] 08-13 ? [] 01-06 ? [] 08-13 ? [] 08-13 ? [] 08-13 ? [] 01-06 ? [] 01-06 ? []法律电子书
Unit 9 Day and night 单元教材分析 本单元是北师大版小学英语四年级下学期的第九单元，是在七、八单元学习了星期和钟点的表达法的基础之上的进一步延续。主要涉及的知识点是一天中morning，afternoon，evening，night的表达法和breakfast, lunch, dinner,频度副词always，usually，often，sometimes，never以及日常生活中一些行为动词及短语get up, go to bed, eat,sleep等。根据词不离句的教学理念，我将本课单词的教学放在 When do you…? I always/ usually…at…in the morning/ afternoon.的句型中进行巩固和运用。 单元教学目标 教学目标: 1、知识目标： (1)能听懂、会说以下单词： breakfast, lunch, dinner, morning, afternoon,sleep , when，等表示日常活动或行为的单词，及认读always, usually, often, sometimes, never 等频度的单词，能在交流中运用。 (2)能听懂、运用以下日常交际用语： 句型When do you…? I always/usually…at…in the…. 。 2、能力目标： 能用所学的知识简单的表述自己想询问别人时间的安排。 能运用句型 When do you…? I always/usually…at…in the…. 。 3、情感目标： (1)增强学生运用所学英语进行交际的意识和勇气。 (2)通过鼓励学生在真实的语言情景中学会养成生活有规律的意识和习惯。。 教学重点 1.本课表示三餐的词语breakfast, lunch, dinner，动词及短语 get up, go to bed, eat, sleep，频率副词always，usually，often，sometimes，never 2.句型When do you…? I always/usually…at…in the…. 。
Module 2 Unit 6 教学设计 第一课时 First Period （Reading） 教材分析 本课是本单元的第一课。教材围绕三个著名的画家以及他们的作品展开。大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。 本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。因此在几个活动中分层次帮助学生识记并运用这些词汇。 本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。 教学内容 话题： A Matter of Taste 词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade 短语及搭配: combine … with, be fixed on, leave the audience guessing, 语法: 表时间、地点以及动作的介词 第一课时 First Period 教学目标： At the end of this lesson, students will be able to: 1.get to know three famous painters and their masterpieces; 2.learn to describe paintings with the words learned 教学过程：