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教案：unit6-(1)

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﹡ Structured writing: a statement supported by examples
的
﹡ Reading skill: Skimming (Review)
教学 重点
及 突出 方法
Emphasis is placed on: ﹡topic understanding ﹡improving the students’ reading and translating ability.
教师授课思路、设问及讲解要点
Unit Six Nature
Section A How to Prepare for Earthquakes Section B Changes in the Balance of Nature
General Teaching Procedure and Time Allocation
教 The first week: Period 1&2 (90 minutes):
I. Introduction (5ms)
II. Topic understanding: (10ms)
学
III. Intensive reading study: Section A (70ms) ﹡ comprehension questions
Students are supposed to raise questions concerning unit 6 which they still don't understand after two weeks’ study. Peer students and the teacher offer answers and help.
Shift their focus from separate words to the context.
相关 内容 素材
Materials ﹡reading passages ﹡online resource ﹡audio-visual materials ﹡simulated test of CET-4
Detailed Teaching Procedure
The first week: Period 1&2 (90 minutes):
I. Introduction of Unit 6 (5ms)
The three selections in this unit deal with the wonderful and mysterious world of nature. A consists of three parts: the preparation for, the proper construction of buildings to withstand, and human emergence planning for earthquakes,. In spite of the short time span human beings have occupied the planet; humans are using up the natural resources and disturbing the balance of nature. We need solutions to all these problems.
﹡ text structure analysis
﹡ study of new words, expressions and typical sentence patterns
过
﹡ writing skill: a statement supported by details
IV. Assigning after-class homework (5ms)
Approaches: ﹡further students’ understanding of the in-class passage by analyzing the role of words, phrases, connectors, sentences and paragraphs in the passage. ﹡introduce the formative evaluation methods to reading and translating
teaching
教学 难点
及 突破 方法
Difficulty in teaching: While reading a passage, the students tend to focus on the separated words,
phrases or expressions instead of the ideas of the sentences. Approach:
The week: Period 3&4 (90ms):
程
I. Reciting part of section A (5ms) II. A review of passage (55ms)
The students are required to paraphrase some important sentences in order to further their understanding of the context. The teacher can help by explaining the difficult points. III. Extensive reading study: Section B (15ms) reading skill: skimming IV. Further central topic understanding (10ms) Group discussion V. Question raising and answering (5ms)
章节
Unit 6 Nature
课时
4
教
Objectives
﹡ Topic understanding: natural problems
学
﹡ Words and expressions, difficult sentences.
Word building: compound words
目
﹡ Translation: scientific and technological vocabulary

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(湘少版)六年级英语下册 《Unit6第一课时》教案设计

(湘少版)六年级英语下册 《Unit6第一课时》教案设计

(湘少版) 六年级英语下册 Unit6 第一课时教案设计教学目标本节课首先复习学生在六年级上学期所学过的一些单词和句型，包括家庭成员、颜色和食物等，并引入新词汇“furniture”（家具）。

然后，通过学习更多家具的名称，让学生能够使用正确的单词描述房间的布局和家具的位置。

同时，培养学生的听、说、读、写等四项语言能力，提高他们的英语交际能力。

本课的具体目标为：•复习之前学过的家庭成员、颜色和食物等单词和句型；•学习新词汇“furniture”；•学习描述家庭成员和家具位置的表达方式；•培养学生听、说、读、写等语言能力；•提高学生的英语交际能力。

教学准备•教材：湘少版六年级英语下册 Unit6 第一课；•教具：投影仪、PPT、录音机、单词卡片等。

教学过程1. 导入新课（5分钟）•通过投影仪或PPT展示一张包含了各种家具的图片，询问学生他们认识哪些家具，并引入新词汇“furniture”（家具）；•通过游戏“家具接力赛”，让学生进一步了解各种家具的名称，并调动他们的积极性。

2. 复习之前学过的单词和句型（10分钟）为了加强学生对之前学过的内容的记忆，本课采用了复习的方式。

•通过投影仪或PPT展示各种家庭成员的图片，让学生复习、说出这些人物的英语名称；•展示各种颜色的图片，让学生复习、说出这些颜色的英语名称；•通过跟读句子的方式复习一些基本的英语会话，例如“Can I have some milk, please?”（我可以喝一些牛奶吗？）和“What color is it?”（它是什么颜色的？）等。

3. 学习新单词和表达方式（30分钟）在完成了单词和句型的复习之后，本课进入了新单词和表达方式的学习环节。

•通过展示各种家具的图片，让学生看、说出这些家具的英语名称；•教授一些描述家具位置的表达方式，例如“next to”（在……旁边）、“in front of”（在……前面）和“behind”（在……后面）等。

【人教版】(新起点)六上：Unit 6《Winter Vacation》(第1课时)教案

【人教版】(新起点)六上：Unit 6《Winter Vacation》(第1课时)教案

Unit6 第1课时教学设计【内容来源】人民教育出版社（一起点）六年级上册Unit6 Winter Vacation【课时】第1课时一、教学目标1. 能够听懂、会说以下单词：dumpling, fan，并尝试借助拼读规律记忆单词。

2. 能够听懂、会说用来询问对方计划和打算的功能句：What are you going to do? 并通过回答该问题操练本单元的主要词汇。

3. 能够根据实际情况填写自己的寒假计划和打算。

二、教学建议A. Listen and write.1. 准备活动(1) 教师先请学生观看自己丢年寒假活动的照片并介绍道：Last winter vacation, I ... 之后教师问：What did I do during my winter vacation?(2) 教师提问学生：What do you usually do in your winter vacation? 然后在黑板上以思维导图的方式记录学生假期的活动，如：go to winter camp等。

Tip:教师可根据学生的英语水平决定是否在听录音之前先复习一下日期的表达法，如：January 1st等。

2. 听力活动(1) 呈现新知。

教师请学生看Get Ready图，通过以下问题继续引导学生：Look! Who are they? What are they doing? When does Binbin’s winter vacation start/ finish? 学生回答。

(2) 学习新知。

教师问：What is Binbin going to do during the winter vacation?学生听第一遍录音，并根据录音内容把写有Binbin寒假活动的配图卡片粘贴到黑板上，之后全班齐读。

在学习新词dumpling时，请学生注意字母u在单词中的发音，以及dumpling的另外一种表达jiaozi和它的复数形式dumplings。

鲁科版四年级下册英语教案Unit 6 Lesson 1 I'm going to Mount Taishan

鲁科版四年级下册英语教案Unit 6 Lesson 1 I'm going to Mount Taishan

Unit 6 Travel——Can I help you? ___________________________________________.——I'm going to Mount Taishan._________________________________.——I'm going back to Canada in July._____________________________.——Where are you going? ______________________________________.教学过程学法指导Ⅰ．Warming up1．Greetings2．出示祖国著名旅游景点.Ⅱ．Presentation1．Show the learning taskT: Children, do you like holidays? Why? 通过与学生讨论假期的生活引出本课的教学任务和课题,在此同时教师板书课题:Unit6 Travel Lesson 1 I'm going to Mount Taishan.2．Learn new words and new sentences.a．幻灯片出示少林寺图T: Look! Where is it? 学生回答后教师总结,并引到今天的课题上.Yes. It's the Shaolin Temple. How beautiful it is! Summervacation is coming. I'm going to travel. I'm going to go to theShaolin Temple. Children, are you going to go to travel?Ss. Yes.新授travel ,trousers/tree引导学生说出tr的发音, apple/ cap/cat引导学生总结a的发音.新授vacation, a 发音引导学生自己说出.T: Where are you going?师生自由谈话导入.（板书I'm going togo to …）根据学生的回答,选择最合适的方式并进行教学.b．幻灯片依次出示泰山、桂林、长城等图片,让学生更多的练习句型I'm going to go to…3．T: I'm going to the Shaolin Temple. Let's watch the cartoonand try to find out where are they going?(屏幕出示Danny, Jenny,Li Ming, Guo Yang, Peter的图片)T: If you are Guo Yang, where are you going?S1: I'm going to Mount Taishan.新授: mount, trousers/out引导学生说出ou的发音.T: If you are Peter, where are you going?S2: I'm going to Dalian.T: If you are Jenny, where are you going?S3: I'm going back to Canada.新授: back,男女生读,大小声读.T: If you are Li Ming, where are you going?S4: I'm going to the Shaolin Temple.Ⅲ．Practice1．Listen to the tape and read it for twice.新授:temple, egg/bed/ desk引导学生思考总结e的发音.2．Play in roles.四大排分角色朗读.3 .Play in roles.小组分角色朗读.4．Play a game.游戏方法:利用多媒体,让两个学生A/B背对屏幕,其他同学看到快闪的图片后表演,学生A问B Where are you going?学生回答I'm going to…让孩子们在玩中学,寓教于乐.老师注重发挥评价的激励作用,对每个小组的评价不仅激发了学生的集体荣誉感,而且培养了小组成员团结合作的精神.5．Find your partner.大组中分发景点门票或机票车票London, Hainan, Mount Taishan, Sydney.让学生问Where are you from? I'm from…找到自己的同路人,一起去"车"上或"飞机"上,车和飞机就是四大排.6．小组讨论自己的目的地的优点,一个组一句话,然后为其他组投票,看哪个景点最吸引人.Ⅳ．ConsolidationDo a survey小组活动用学过的Where are you going? I'm going to…询问其他学生的目的地,并填表.HomeworkT: At last, let's visit our beautiful China.(多媒体出示祖国的美丽图片)We have seen lots of beautiful pictures. Where are you going to。

Unit6JobsLesson1(教案)人教新起点版英语四年级上册

Unit6JobsLesson1(教案)人教新起点版英语四年级上册

教案Unit6 Jobs Lesson1一、教学内容1. 词汇：farmer, doctor, teacher, driver, nurse, cook2. 句型：What is your father/mother? He/She is a二、教学目标1. 知识目标：学生能够听懂、会说、会读本课的词汇，并能运用句型询问和描述父母的工作。

2. 能力目标：通过本课的学习，学生能够提高英语听说能力和词汇运用能力，培养观察、思考、合作等综合语言运用能力。

3. 情感目标：激发学生学习英语的兴趣，培养合作意识，增强对父母工作的尊重和理解。

三、教学难点1. 词汇的发音和记忆：本课词汇较多，学生需要掌握正确的发音和拼写。

2. 句型的运用：学生需要学会如何运用句型询问和描述父母的工作。

四、教具学具准备1. 教师准备：单词卡片、课件、录音机、磁带。

2. 学生准备：英语课本、练习本、彩笔。

五、教学过程1. 导入：教师通过图片或实物展示本课的词汇，引导学生猜一猜、说一说，激发学生的学习兴趣。

2. 新课呈现：教师播放课件，呈现本课的词汇和句型，引导学生跟读、模仿。

3. 操练：教师组织学生进行各种形式的操练，如角色扮演、小组竞赛等，帮助学生熟练掌握词汇和句型。

4. 应用：教师创设情境，引导学生运用本课所学知识进行交流，如询问和描述父母的工作。

六、板书设计1. Unit6 Jobs Lesson12. 词汇：farmer, doctor, teacher, driver, nurse, cook3. 句型：What is your father/mother? He/She is a七、作业设计1. 听力作业：听录音，跟读课文。

2. 书面作业：抄写本课词汇和句型，完成练习册相关练习。

3. 口语作业：与同学或家人进行角色扮演，运用本课所学知识进行交流。

八、课后反思1. 教学目标是否达成：通过学生的课堂表现和作业完成情况，评估教学目标是否达成。