下载文档原格式
四. 教学过程教学过程教师活动预设学生活动预设教学目的时间Preparation Activity 1 GreetingsSay hello to the kids. Say hello to the teacher.师生问候，活跃课堂气氛。
4Activity 2 Lead-in, free talk.“I’m so happy to be with youhere. Today we’re going tolearn a story.“What do you want to know it?引导学生关注故事的几方面重要要素，同时强调时态(有助于后面对故事情节更准确的描述)。
带着学生了解故事的出处，增强学生的版权意识Wh疑问词对故事进行提问，预测学生用已有词汇量对故事封面进行提问，活跃思维的同时，为故事学习做准备。
Activity 3 Talk about the firstpicture and help Ss to predict.（展示图片）谈论第一幅图，学生会根据自己的想象回答出提出的问题通过插图来获取故事线索。
Presentation Activity 4 Learn the story呈现第1幅插图，引导学生观察思考故事中人物在哪里，在做什么。
Who is she? Whatdid she do? Where wasgrandma’s house??She is Little Red Hat.(需要跟学生解释为何是Little Red RidingHood)She went to visitfriends/shool/Grandmother.I t was in the…(讲解on the other side(1. 运用整体教学的模式：先呈现图片，通过看图读图提问的方式初步获取信息；然后通过视觉听觉多渠道输入，整体感知、理解课文；接着逐图分段式学习新知，通过提问引导学生观察图片细节，提高猜测故事发生、发展的能力，为学生构建新知搭建“脚手25呈现第2幅插图，引导学生回答What did Little RedRiding Hood see? What didthe wolf do?播放插图2录音She saw a big wolf,He said hello.He asked her somequestions.。
北师大版小学六年级英语上册教案6.Tell students match each sentence to correct picture above by putting the number of the picture in the square to the left of the sentence.. Then complete each sentence by filling in the blanks spaces. Check as a class.六、板书设计:Lesson4: Making Dinnerlunch dinner dish (dishes) clean dry dirtyLesson5: In the living room一、教学目标1、知识与技能目标(1)听、说、读、写单词me ,him, them, card ,Mr. Mrs.(2)能够牢固掌握现在进行时，并将之灵活运用到课文图片的谈论及实际生活中，就家人在家里的活动用现在进行时进行简单、准确的描述。
2、情感及文化目标(1)激发学生听英语、说英语、用英语和他人进行交流的兴趣，敢于用英语进行表达，并能主动利用语言环境大胆实践。
(2)鼓励学生根据所学知识谈论自己家客厅的物品及家人，使之能在小组活动中积极参与他人合作，互相帮助，增强学生的团结合作意识。
(3)通过学习客厅物品及能家人的描述，教育学生珍惜亲情，热爱家庭，增强学生对家的热爱及对父母的尊重。
二、教学重点、难点1、教学重点(1)掌握单词me ,him, them, card ,Mr. Mrs.(2)掌握动词短语。
如:watch TV, read the newspaper ,play cards, write a letter ,sit in the chair ,(3)现在进行时的理解、掌握和运用。
2、教学难点(1)变现在分词的不同方法。
如:playing , reading , watching ,writing ,sitting (2)掌握现在进行时以及能够熟练运用。
北师大版六年级上册英语教案5篇2022教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来，体现着很强的计划性。
以下是小编带来的北师大版六年级上册英语教案内容，感谢您的阅读，希望能帮助到您！北师大版六年级上册英语教案11.—(答案)will you stay in London —Three weeks.A.How oftenB.How muchC.How long2.I’ve got an email in Japanese,(答案)I can’t read it.A.andB.butC.so3.What would you like(答案)A.eatB.eatsC.to eat4.Amy(答案)got a Chinese book.A.isB.hasC.have5.Please don’t wal k(答案)the grass.A.atB.inC.on6.There(答案)some birds in the tree.A.isB.areC.be7.—(答案)is New York —It’s here, in the street.A.WhatB.WhereC.Who8.Have you got(答案)stamps from CanadaA.someB.anyC.a9.All letters(答案)from China.A.beB.isC.are10.Mr Zhang is very friendly, and(答案)like him very much.B.weC.our北师大版六年级上册英语教案2《Meet my family》教学目标：新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。
认知目标学生能听、说、读短语及单词：family，parents，aunt，uncle，babybrother能运用 how many......进行口语交际。
Unit2 第3课时教学目标在本课结束时，学生能：1.在对话中询问和说明在过去某个时候做什么；2.在插图的提示下简要讲述故事内容，表演故事人物对话；3.根据插图的提示，听懂说明人物做某事的录音。
教学重点1.询问和说明过去某个时候做什么的对话；2.分角色表演、讲述故事大意。
教学难点在询问和说明过去某个时候做什么时运用动词过去式。
教学准备课件、音频（教师可以在平台直接调用或下载）。
教学建议Get Ready(1) 播放本单元歌曲，学生边跟唱边用手势做相应的动作。
(2) 学生两人一组，相互问答，说一说各自上周末的活动。
鼓励学生运用What did you do last week?互相交流。
Listen and Number(1) 呈现教材的图片，让学生观察图片内容，说一说这些图片中人物的活动。
提醒学生这些插图显示的是这些人物昨天的活动，引导学生在表达时运用合适的动词过去式。
T：Look at the pictures. What did they do?(2) 告诉学生接下来听录音。
完整放一遍录音，让学生根据录音指相应的图片。
(3) 再放录音，让学生根据听到的内容给图片标序号。
(4) 放录音，可以采用问答的形式，引导学生复述录音内容，全班一起核对答案。
(5) 放录音，每次播放一句话，学生重复录音内容。
Talk Together1. 呈现情景(1) 让学生看正在对话的两个人物，找出这两个小朋友叫什么名字。
(2) 告诉学生他们正在交流昨天的生活，让学生猜一猜昨天他们做了什么事。
2. 学习对话(1) 播放对话录音，让学生听两个人昨天分别在哪里。
T：Where were they yesterday?(2) 再次播放录音，让学生说一说两人分别做了什么事。
T：What did Henry do yesterday?(3) 播放录音，让学生看对话，模仿录音朗读。
(4) 让学生两人一组，扮演Li Ping和Henry，利用下方的图片替换对话相应的内容，模仿对话。
六年级英语上册知识点归纳北师大版一、单词1. 动词•be（是）•have（有）•do（做）•go（去）•see（看到）•play（玩）•like（喜欢）•want（想要）•eat（吃）•drink（喝）•sleep（睡觉）•read（读）•write（写）•listen（听）•speak（说）2. 名词•book（书）•pencil（铅笔）•ruler（尺子）•eraser（橡皮）•bag（书包）•desk（桌子）•chair（椅子）•school（学校）•friend（朋友）•teacher（老师）•student（学生）•parent（家长）•brother（兄弟）•sister（姐妹）•cat（猫）•dog（狗）•bird（鸟）•apple（苹果）•banana（香蕉）•orange（橙子）3. 形容词•big（大）•small（小）•short（矮）•long（长）•short（短）•happy（快乐）•sad（伤心）•funny（有趣的）•boring（无聊的）•difficult（困难的）•easy（容易的）•beautiful（美丽的）•ugly（丑陋的）•old（老的）•young（年轻的）二、句型1. be动词句型•I am a student.（我是一个学生。
）•He is my brother.（他是我的兄弟。
）•She is a teacher.（她是一名教师。
）•They are my friends.（他们是我的朋友。
）2. have句型•We have a bag.（我们有一个书包。
）•She has a book.（她有一本书。
）•He has two pencils.（他有两支铅笔。
）•They have a pet.（他们有一只宠物。
）3. 动词原形句型•I like to play basketball.（我喜欢打篮球。
）•She wants to eat an apple.（她想吃一个苹果。
Unit1 Space新课标体现：本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间的住所。
让学生对一般过去时有一个初步的认识。
引导学生形成与人为善的态度。
本单元能够丰富学生的天文知识，激发学生乐于观察的热情。
Teaching Aims:知识技能：1、Listening:能够理解本单元的故事。
2、Speaking:能用过去时简单的描述在过去发生的事情，能用本单元主要句式询问对方或他人在过去时间的住所。
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．Where are you from? 及回答.2．Where were you yesterday afternoon? I was at home.3．过去时was, were, had 的表达Teaching Difficulty:1．过去时的用法及表达。
2．如何用过去时描述自己的梦和过去所在的场所。
3．一些单词的记忆。
Lesson1Teaching 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. How can use “had, was, were” in dialogue. Answer it.Teaching Difficulty1. How to use past tense.2. Emphasis new words.Teaching process:Step1:T: Introduce myself and let student introduce themselves (name, age, hobby and so on) S: Introduce themselves about name, age etc.Step2:To review what has been learned last semester.Step3:Set the sceneT: Let the children talk about what they did during the summer vacation. Ask some questions: Where you went? Who you saw? What you did?Let them share their experience with each other.S: Try to answer the questions.T: Ask the children the question, “Where were you?”S: Try to answer the question.Step4:Get preparedT: Ask children if they had any dream at night these days. Let them talk about their dreams.S: Try to talk about their dreamsT: let them read about Ann’s dream.S: Read Ann’s dream.T: To describe what illustrated in each picture and the main plot is.S: Listen and think.T: Play the tape for the story.S: Listen to the tape.Step5:Tell the storyT: 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.T: Listen to the tape. Play the tape again. Ask some questions.Who had a dream?Who were in her dream?Where were they?Where were they now?Was it cold on Mars?Were there Martians on Mars? How do you think Ken and Ann fell?Were the Martians friendly?S: Try to answer the questions.Step6:Homework: Have the children create their own image of Martians.Blackboard writing:Ann had a dream last night.She and Ken were in her dream.They were in the space.They were on Mars.It was very cold on Mars.There were Martians on Mars. Ken and Ann were afraid.Yes, the Martians were friendly.课后反思：Lesson 2Teaching 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. How can use “had, was, were” in dialogue. Answer it.Teaching Difficulty1. How to use past tense.2. Emphasis new words.Teaching process:Step1:Review :( plays a game)T: Take a card and hide it. I had a dream last night. In my dream I was…S: Guess it.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.T: Let student read the words again.S: read the words.T: Let students listen to the tape and point the new wordsS: listen and point. Repeat after the tape.Step3:Listen and number.T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures describes a different dream of Ann.S: Look at the picture.T: Let the children talk about where Ann was and what she was in each dream.S: Answer it.T: Play the tape. Let the children point the picture.S: Listen to the tape and point the picture.T: Play the tape again. Let children write the corresponding sentence number in the box next to the matching picture.S: listen and match.T: Point to each picture and elicit sentences from the children.Step4:Talk togetherT: Have the children open the books at page 5 and look at the picture on top of the page. S: Open the books look at the picture.T: Explain that Sue and Peter are talking about where they were yesterday. Ask the children where they think Sue and Peter were yesterday.S: Answer the question.T: Read the text and ask the children repeat.S: Listen and repeat.T: Pair works. For example, where was Ann yesterday? She was at the swimming pool. S: Practice the dialog.Step5:Listen and practice.T: Draw their attention to the picture at the bottom of the page. Have them talk about the picture and then practice reading the sentence by them.S: Talk about the picture.T: Play the tape and let student read after the tape.S: Listen and read.Step6:Homework: Read the story.Blackboard writing:Dream, Last night, air, afraid, yesterday, were, was, had, space, a spaceship, a space suit, an astronaut, a planet, the moon, stars.教学反思：Lesson3Teaching 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. How can use “had, was, were” to make sentences.Teaching Difficulty1. How to use past tense.2. How to tell the story..Teaching process:Step1:Review the story.T: Point to each picture, elicit the story from the children. Point to the first picture and say, “In this picture, Ann had a…” Elicit from the children Ann had a dream. Repeat with other pictures and highlight the sentences They were on Mars. They were in a spaceship. S: Follow the teacher and retell the story.T: Ask the questions, “Where were you yesterday?”S: I was at school. I was at home. I had an English class etc.T: write the sentences on the blackboard and let the children read each sentences.S: Read the sentences after the teacher.Step2:Uncle Booky’s BlackboardT: Tell the children to look at the blackboard on the top of page 6. Model the structures by reading them aloud to the class.S: Listen and think.T: Have the children repeat the structures in a class drill. Use all possible combinations. S: Repeat the structures.T: Explain that we use was/were to describe things that happened in the past. Give an example, He was in Shanghai yesterday. He is in Beijing now.S: Make the sentences by themselves.Step3:Touch and say.T: Let the children look at the pictures at the bottom of the page. Let them tell the Mocky’s dream and that they only to say one sentence for each picture.S: Try to tell the dream.T: Ask some questions, “Who were in Mocky’s dream? Where were they?S: Try to answer the questions.T: Point to the picture and elicit descriptions from the children.S: Try to describe the pictures.Step4:Read and write.T: Have the children open the books at page 7. Explain to the children that the letter was written by a girl called Jane. Have them complete the letter.S: Try to complete the letter.T: If the children cannot do it, discuss with your partner.S: Do it and discuss.T: Let the children read the letter together.S: Read the letter.T: Have the children write about Uncle Booky’s dream.S: Try to write it by them.Step5:Tell the dream.T: Have the children to tell each other their dreams like two children on the book. Put them into pairs and practice.S: Try to tell the dream about them.Step6:Homework: Tell the dream to their parents.Blackboard writing:I was at home. We were at home.I was at school. We were at school.I had an English class. We had an English class.课后反思：Lesson4Teaching Aims:1. The students can read the special sounds.2. The students like to learn English.3. The students can be listening and match.Teaching Emphasis:1. How to pronounce the special soundsTeaching Difficulty1. How to pronounce the special sounds.2. Listening and match and interview the students..Teaching process:Step1:Special sounds.T: Have the children look at the pictures and try to read the words.S: Look at the picture and try to read.T: Play the tape and have the children repeat.S: Listen and repeat.Step2:Decode the messageT: Have the children open the book and ask them if they can read the message.S: Look at the message.T: Have the children look at the code and ask the children to decipher the message by themselves.S: Decipher the message.Step3:Write the messageT: Have the children write the message to the Martians.S: Write the message.T: Have the children pair work (They give their message to each other and decode the message)S: Decode the message.Step4:Listen and match.T: Have the children look at the pictures on top of page9.S: Open the books.T: Have the children talk about the pictures.S: Talk about the pictures.T: Play the tape and have the children listen and match.S: Listen to the tape and match.T: Have the children tell the teacher the name of the children was in the pictures.Step5:Ask and find out.T: Have the children look at the pictures at the bottom of the page.S: Look at the picturesT: Have the children interview the other students for where they were yesterday.S: Interview and write the sentences on the book.When they finished have them report their findings.Homework:Write the message to the Martians.教学反思：Lesson5Teaching Aims:1. The students can read the story.2. The students like to learn English.3. The students can be listening and match.Teaching Emphasis:1. How to read the story and choose the right answerTeaching Difficulty1. How to read the story.2. How to answer the questions and write the wordsTeaching process:Step1:Read the story.T: Have the children open their books at page 10 and explain the new words.S: Read the new words.T: Have the children read the story by themselves.S: Read the story.T: Ask some questions about the story.S: Answer the questionsT: Play the tape and have the children listen carefully.S: Listen to the tape.Step2:Number the picture.T: Have the children look at the pictures and read the story again and number the pictures. S: Read the story and number.T: Have the children point to the pictures and find the sentences in the story.S: Point and find.T: Have the children read the story again and number the pictures.S: Read the story and number.Step3:Check the correct answer.T: Have the children read the story and find the correct answer.S: Read the story and do it.T: Have the children pair work.S: Pair work.Step4:Listen and write the words.T: Explain the words.S: Look at the form.T: Play the tape and have the children complete the story.S: Listen to the tape and do exercise.T: Correct the answer.Homework:Tell the story to the parents.教学反思：Lesson6Teaching Aims:1. The students can read the story.2. The students like to learn English.3. The students can be listening and match.Teaching Emphasis:1. How to read the story and choose the right answerTeaching Difficulty1. How to read the story.2. How to answer the questions and write the wordsTeaching process:Step1:Review the Ann’s dreamT: Have the children try to retell the Ann’s dream.S: Try to retell.T: Have the children retell the dream together.S: Do it.Step2:T: Have the children try to read Lane’s dream, and try to write the missing words. S: Read the Lane’s dream and tr y to write the missing words.T: Have the children try to read the dream and check the answer.S: Check the answer.Step3:T: Have the children write the Uncle Booky’s dream.S: Try to write it.T: Review Ann’s dream with children.S: Retell the dream.T: Have the children write three sentences about Ann’s dream.S: Try to do it.Step4:ReflectionT: Explain some sentences to the children.S: Open the books and look at the sentences.T: Have the children read the sentences and try to do it.S: Read the sentences and write the answer about this unit.T: Have the children do the group work.S: Group work and finish the reflection.Homework:Review Ann’s dream.Homework: Have the children write Ann’s dream.教学反思：Unit2 An Accident新课标体现：本单元主要是要求学生能够用过去时表达过去发生的一些事情，能够用本单元主要句式询问对方或他人在过去时间在干什么。
北师大版小学六年级英语上册教案5篇北师大版小学六年级英语上册教案1教学目标：1. 能正确的听、说、读、写词汇holiday, last, early, meet, before能正确的听，说，读词汇 fun, National Day, a film, wonderful2. 能正确的听、说、句型What (else) did you do??We/I?3. 能正确地运用对话中的日常交际用语和三会句型 Did you like the film?It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.4. 能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5. 能运用本课所学语言谈论过去所做的事情。
教学重点：能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
课前准备：1.教具准备a.单词，句型卡片。
b.练习题纸。
(每人一张)c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2.板书准备预先写好课题Unit 5 On the farm教学过程：Step 1 Greeting and warming-up1. T-Ss greet.(师生问好，活跃课堂，拉近师生距离)2. T: Look at this man, what’s his job?Ss: He is a farmer.T: His name is Macdonald. He has a beautiful farm.Before class, let’s listen to a song, it’s about Macdonald and his farm.Step 2 Presentation and practice1. Teach: National Day ,holiday, lastT: What day/date is it today?出示CAI指名回答 These seven days is this week.(CAI出示 this week) These seven days was last week.( CAI出示 last week)T: What date was it? 指名回答T: Yes. It was the first of October.And it was the National Day. (CAI出示National Day领读)When National Day comes ,we usually have a long holiday . I had a wonderful holiday.2 .T：Do you want to know what I did this National Day holiday?You can ask me what did you do?指名几个学生提问，可提醒学生看黑板上早已贴好的句子。
北师大版小学英语六年级上册Unit 2 Charlie’s chores (第一课时)教学设计蒲江实验外国语小学刘映旭一、教材分析：本课是北师大版小学英语六年级上册Unit2 Charlie’s chores第一课时的教学内容。
通过了解Charlie和他的朋友们在家中承担的家务劳动，学习各种家务事的英文表达，并进一步学习使用频率副词和短语。
要求学生能听懂并理解故事，能在图片和关键词的帮助下复述故事，并能结合自己的实际，和朋友谈论自己承担家务事的情况。
二、学生现状分析：本班学生从一年级开始学习英语，每周课时为5节，学生经过五年的系统学习，已具备了基本的小学英语听说读写的能力和一定的短文阅读能力，对英语学习有较浓的兴趣。
而且孩子们学习积极性高，善于模仿，敢于大胆交流、勇于表现。
三、教学目标：（专项说明见附表）知识目标：1）学习本课有关家务事的英文表达，能在教师的帮助下理解本课的频率副词和短语。
2）能理解故事中的重点句型并能在情景中运用。
I have to …every day / once a week/ ...技能目标：1）能听懂并初步理解故事，能较流利地朗读故事。
2）能在教师的引导下，根据图片和关键词一起讲述故事。
情感态度目标：通过学习故事，培养学生乐于分担家务的好品质。
四、教学重点：本课重在让学生初步理解故事，学习有关家务事的英文表达，能较流利地朗读故事。
教学难点：根据图片和关键词复述故事。
五、教学媒体：课件、图片、面具、录音机、课文录音带（专项说明见附表）六、设计理念：本课是根据小学英语故事教学的要求、英语课程二级目标的要求，以及本班学生的实际情况设计的，旨在培养学生理解、复述故事的能力，以及在情景中恰当运用语言的能力。
为了让学生能更好的理解故事，教师通过和学生谈论日常生活，复习旧知；然后教师利用图片等讲述故事，设置悬念，再借助CAI课件帮助学生理解故事，寻求答案。
最后请学生借助图片复述故事，并谈论自己承担家务事的情况。
北师大版小学英语六年级上册电子教案全册第一单元：Hello，How Are You?- 教学目标：教学目标：- 学会问候和回答问候- 学会用be动词进行描述- 研究运用情态动词can进行请求和允许- 教学重点：教学重点：- 研究问候与回答问候的表达方式- 理解be动词的用法和搭配- 能够正确使用can进行请求和允许- 教学内容：教学内容：1. Greetings（问候）- 表达问候的常用语句，如：- Hello! / Hi! / Good morning! / Good afternoon! / Good evening! - 研究回答问候的常用语句，如：- I'm fine, thank you. / How are you? / I'm good/great, thanks.2. Introductions（自我介绍）- 研究用be动词进行自我介绍，如：- I am [name]. / I'm [name].3. Describing People（描述人物）- 研究用be动词描述人的外貌特征和个性特点，如：- She is tall and thin. / He is kind and friendly.4. Asking for Permission（请求许可）- 研究使用can进行请求，如：- Can I go to the bathroom, please? / Can I use your pencil?5. Giving Permission（允许）- 研究使用can进行允许，如：- Sure, you can go. / Yes, you can use it.- 教学方法：教学方法：- 线上互动教学- 小组合作研究- 游戏和角色扮演- 教学评价：教学评价：- 根据学生课堂表现进行口头评价- 通过小组合作活动的完成情况进行书面评价第二单元：Let's Go to the Zoo（继续写下去，直到总字数超过800字）。
