6B Unit（精選16篇）
6B Unit 篇1
teaching materials:
《義務教育課程標準實驗教科書·牛津小學英語5b》第六單元第三課時（ part h, part e ）
teaching aims:
1.orders:
put your feet together.
put your hands on your head.
move your legs to the left.
jump up and down.
bend your knees.
do handstands.
do push ups.
do some exercise.
touch…with….
2.sing a song: do some exercise with me.
teaching emphases and difficulties:
1.orders:
move…to…
touch…with…
do handstands/push ups.
2.sing a song: do some exercise with me.
teaching preparations:
1.blackboard show:
unit 6 at a pe lessongive orders:
jump up and down.
move your legs to the left.
/m v/
bend your knees.
/b nd/
put your feet together.
your hands on your head.
touch … with…
try to follow the orders.
2.small blackboard:
do some exercise with mebe healthy:
/h l / turn left. bend down. jump.
do push ups. do handstands.
/p /
3.tape recorder.
teacher’s steps:
a. free talk and revision:
1.t: good morning.
ss: good morning.
t: hello.how are you?
s1: fine, thank you. and you?
t: not bad. thank you.
s2, do you like suzhou?
s2: yes, i like the city very much.
t: s3,what do you usually do on sundays?
s3: i usually…
t: s1.s2 and s3 stand in a line.
now listen carefully. turn right. lift up your left leg. touch your knees with your hands 3 times.
very good. thank you.
2.s choose someone to give orders.
b. presentation:
1.new orders:
1)ss read and learn the orders on the blackboard in groups.
2)ss read them out in groups. t corrects.
3)read the orders together/one by one/in teams.
4)guess their meanings according to the verbs.
attention: the chinese meaning of “move”(移動).
emphasis: touch … with…means: 用……碰……
(touch=碰, with=用)
5)t says chinese, ss say in english.
6)t gives orders, ss follow them. then s gives orders, others try to follow them.
7)t acts, ss say the orders in english.
8)ss act and give orders freely.
2.sing a song:
1)show the small blackboard.
2)read the words on the small blackboard. clap and read.
3)listen to the song.
4)sing after the tape.
5)sing the song together.
6)ss sing and act.
3.game: give orders:
1)t gives orders. ss follow them together.
2)ss read the orders in groups. then one gives orders, others try to follow them.
4.part e:
1)listen to the tape.
2)act according to the tape.
3)ss act, others make up dialogues according to their action.
4)read the dialogues.
5.sing a song:
c. homework:
1.sing the song after the tape 3 times.
2.write the orders 4 times.
3.read the text after the tape 5 times.
6B Unit 篇2
lesson plan people who help usthe 1st period of oxford 1b unit 4learning objectives:1. learn to use postman / fireman / policeman / milkman / driver to identify people’s occupation.2. learn to describe people.3. know thanks giving and be willing to help others.difficulty: the usage of the article aaids: media, exercise paper and word cards procedurecontentsmethodspurposesi.pre-task ii while-task rhymes : five little monkeys look at you and me wordsmilkman driver policeman, postman fireman all of the words patternshe is a … he is a …he is … he is a …he is …he has got …he can … ss: say and act screen: the elephant elmert: introduce elmer and tell a story about himscreen: elmer needs milkss: make a rhyme. milk, milk, i love you. milkman, milkman, come, come quickly. screen: elmer gets on the school busss: say hello to the driver screen: elmer sees a policeman and a postman on the road. sa: act as a policeman and a postman screen: elmer is in the school.ss: act out the story school is fun. movie: on firess: say something about the fireman. ss: mime the wordspicture game: which word is missing?ss: read the wordsscreen: guessing gamess: read the word and act outscreen: different situationsss: say which one must come herescreen: different job, different help. sa: actt: say he is a …ss: guesspassing gamegroup work: what are they? ss: listen to the song on p21 then try to say what he is and how he is.screen: about a policemansa: describess: readscreen: about a milkmansa: add the sentences screen: about s postman and a drivert: ask some questionsgroup work: describe one of the postman and the driver 用兒歌進行熱身，使學生進入英語學習的狀態。 7個單詞不同的引入方法讓學生的精神始終處于興奮狀態。不同的操練方式也讓學生興趣濃厚。 guessing game 是較常用操練的方式，可激勵學生，發揮學生主動性，讓他們主動地運用語言。 由單詞到句子再到語段，實現了知識材料的逐步積累、知識難度的逐步加深。iii post-task information gap movie: elmer puts off the fire pair work screen: if you can, just do it.put your shoulder to the wheel.
鼎力相助。two heads are better than one.
一個好漢三個幫。there is kindness to be found everywhere.
人間處處有溫情。 最后的交際性操練的游戲讓學生主動使用語言，通過問答的方式及新鮮有趣的圖片來刺激了學生的主觀能動性。 中英文諺語的出示便于學生理解，也提升了課堂教學的立意。iv. assignment1. words on p19: listen, read and spell2. patterns on p20: listen and read3. song about more jobs: enjoy (on the internet of yifu primary school) 教學反思：這節課借助sonia提出的主題people who help us, 教授職業名詞 fireman/ policeman/ postman/ milkman/ driver，學生能運用he is a …描述人物的職業，同時學過的句型 he is … / he has got …/ he can …等，較詳細地介紹人物。我們設定的情感目標是讓學生了解職業特征，激發他們的感恩之情，培養助人為樂的好品質。實踐下來，效果不錯。在教學過程中，有以下亮點：ø pre-task preparation: 用節奏明快的兒歌five little monkeys 活躍課堂氣氛；用以前學過的自編兒歌look at you and me 復習描述人物的單詞。ø while-task procedure: 用故事描述的方法引出新授單詞，引人入勝；通過不同的操練方式讓學生體驗職業特點，理解職業價值；運用多種器官活動幫助記憶。ø post-task activity: 用出人意料的故事結尾幫助學生理解“以我所能，助人為樂” 的現實意義。ø assignment: 利用校園網為學生習得課外知識搭建平臺。 有待改進之處：² 媒體制作的精美程度。² 單詞呈現的自然順暢。
6B Unit 篇3
aims and requests:
words: eleven twelve a school breakfast lunch supper
sentences: what time is it?
it’s half past-----.
it’s ------ o’clock.
it’s time for------.
teaching materials:
taperecorder. a clock. a watch. some cards.
difficult and points:
it’s half past-----.
it’s time for------.
teaching proceeding:
1. greetings.
2. sing a song < morning song>
3. a. look the watch and say: “oh, it’s seven o’clock. it’s time for breakfast.”
t do the action of having breakfast and the students guess what’s the meaning.
teach the new words “breakfast”
b. t take the clock and hang up the blackboard. and ask the students: “look, what time is it?”
s answer (it’s twelve o’çlock) and t praised.
learn the words: eleven and twelve.
c: t show the clock and ask the student: what time is it?
s answer.
t teach the students: “what time is it?
it’s ------.
it’s time for breakfast/ lunch/ supper.
d. practice the sentence in pairs.
e. watch the cartoon. <.nancy’s family’s morning.>
after watch. t ask: “in this short video, what time is it?
s answer.
t ask : “what’s the nancy said?”
s: “ it’s six o’clock. it’s time for breakfast.
t ask : “what’s the parents said?”
s: “ it’s seven o’clock. it’s time for school.
f. do a game.
four students as a group. they make a circle. one is mum and the other three is her children.
mum point the clock and ask: “ baby, what time is it?”
children raise their hands and answer: “it’ ------.” it’s time for ------.
do the game one by one. which is the first, it’s the best one.
g. act this game in front of the front.
h. listen to the tape and read after it.
4. summary
in this class, everyone did a good job, i’m satisfied with your work.. i hope you can use the knowledge in the ordinary life. thank you, i love you.
5. homework.
do a schedule time about your family. you will be explain it in the next class.
design
unit 4 what time?
what time is it?
it’s ------ oçlock.
it’s time for
breakfast
lunch
supper
6B Unit 篇4
一、 教學內容
《義務教育課程標準實驗教科書·牛津小學英語》6b第四單元，第二教時（look match and say）
二、 教學目標
1、 復習鞏固形容詞tall short young old heavy fat thin big small long strong及其比較級taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 復習部分副詞及其比較級early earlier late later far farther。
3、 復習鞏固句型…taller than…. is… taller than…?
三、 教學重點
1、 復習鞏固形容詞tall short young old heavy fat thin big small long strong及其比較級taller shorter younger older heavier fatter thinner bigger smaller longer stronger的用法。
2、 復習鞏固句型…taller than…. is… taller than…?
四、 教學難點
1、 形容詞比較級的用法。
2、 …taller than…. is… taller than…?的熟練運用。
五、 教學準備
1、 教具準備：課件
2、 板書準備：unit 4 review and check
六、 教學過程
a：review
1. every day english
2. t: let’s sing a song< i wish i was taller>.
3. free talk
t: how old are you?
s: i am thirteen.
t: are you as older as ?
s: no, i am older than .
t: is older than you?
s: yes, he is.
4. 分小組練習
5. 學生總結形容詞比較級規則。
b: look match and say.
1. 出示第一幅圖
（1） t: look! helen and her partner are having a chat!
（2） 教師指導學生看圖
who can you see in the picture?
can you say sth. about them?
（3） work in pairs
（4） 學生完成第一幅圖。
（5） 學生朗讀對話。
2. 同法學生完成2、3、4、幅圖。
3. t：work in pairs with your partner then act the dialogues.
學生任選一幅圖表演。
4.學生自己改編對話進行表演。
c.practice
1.讓學生自己做自己的簡歷卡片。
name: age: height: weight:
2.出示兩張學生的簡歷卡片
出示課件完成填空。
3.play a game
學生自由找人進行比較，并用所學句型進行記錄。比比看誰記得最多。
4.總結句型規則。
d：homework
1.預習b部分內容。2.完成評價手冊。
6B Unit 篇5
一、 教學內容
《九年義務教育六年制小學教科書.牛津小學英語》3b第一單元第四課時
二、 教學目標
1、 能熟練掌握本單元所學的字母、單詞和短語。
2、 能較熟練地在情景中運用本單元所學的禮貌用語和日常交際用語。
3、 繼續欣賞字母歌曲abc
三、 教學重點
1、 能綜合運用本單元學過的單詞、短語以及日常交際用語
四、難點
1、 能正確理解、運用介詞in, on。
五、 課前準備
1、 教具準備 課前準備 本課的文具玩具圖片和實物若干。 情景圖片,磁帶,錄音機 ，教學掛圖。
六、 教學過程
step1. free talk:
1. 聽 abc song
2.a game" what's missing?"
游戲規則：教師出示本單元單詞圖片若干，快速抽去一張并問“what's missing?"學生搶答少了哪張。
step2. revision
1、a game
"guessing game " 猜單詞游戲：
游戲規則：教師出示單詞圖片的一部分，讓學生猜測是什么。
運用句型“what's this/ that in english? it's a..."
2、出示含有介詞詞組的投影片，如：a knife , on the book
同桌對話練習：
a:excuse me, what's that on the book?
b: it's a knife
a: thank you./ oh, i see.
多組操練
3、t: （出示情景圖片，一個房間，內有各種物品）
s： 認真看圖， 看清楚位置關系。
t： come here , . what's this in english?
s: it's a ..
t: thank you.
, what's that on the ...?
s : it's a .../
t: oh, i see.
make dialogue like this , can you?
s: 兩人一組編對話。
上講臺表演對話。
step3 a short break
learn a song
1、讓學生欣賞或跟學市教研室編寫的《易捷兒童韻律英語》3a或3b上的歌謠及歌曲。 必要時，教師可對其中的歌詞作適當的解釋。
2、 跟唱，并配以動作。
6B Unit 篇6
1. 問路 2. 來自澳大利亞 3. 住在中國 4. 在南京渡假 in in 5. 不認識路 6. 怎樣到達那兒 7. 在那兒 8. 在上海街 not the to shanghai 9. 打撓了，你能告訴我去博物館的路嗎？/我怎樣才能到達博物館？/博物館在哪里？ , you the the ?/ i the ?/ the ?10. 讓我想想。 11. 沿著街走，然后在第三個轉彎口向右轉？ . the , and the . 12. 在你的左邊 13. 你不會弄錯的。 14. 離這兒有多遠？大約一公里以外。 it. is it ? a .15. 那是很長的一段路。 16. 為了更快地到達那兒 17. 乘5路車 a . 518. 要過幾個站頭？ 只有兩個。 19. 在電影院前面 20. 每五分鐘有一班車 are there? . in of the a bus 21. 在中山路 22. 在第三個站頭下車 zhongshan the 23. 為我的朋友們買些禮物 24. 取回我的錢包 25. 正確的地點 my the unit 31. 問路 2. 來自澳大利亞 3. 住在中國 4. 在南京渡假 in in 5. 不認識路 6. 怎樣到達那兒 7. 在那兒 8. 在上海街 not the to shanghai 9. 打撓了，你能告訴我去博物館的路嗎？/我怎樣才能到達博物館？/博物館在哪里？ , you the the ?/ i the ?/ the ?10. 讓我想想。 11. 沿著街走，然后在第三個轉彎口向右轉？ . the , and the . 12. 在你的左邊 13. 你不會弄錯的。 14. 離這兒有多遠？大約一公里以外。 it. is it ? a .15. 那是很長的一段路。 16. 為了更快地到達那兒 17. 乘5路車 a . 518. 要過幾個站頭？ 只有兩個。 19. 在電影院前面 20. 每五分鐘有一班車 are there? . in of the a bus 21. 在中山路 22. 在第三個站頭下車 zhongshan the 23. 為我的朋友們買些禮物 24. 取回我的錢包 25. 正確的地點 my the
6B Unit 篇7
(19) unit 4 an english friend (第一教時) apr.2
一 教學內容 b look, read and learn; c look and say; d work in pairs二 教學目標1 四會單詞及詞組：usually, fast, high, carefully,beautifully, loudly,quietly， speak loudly, run fast, dance beautifully, jump high, walk carefully, sit quietly2 四會句型：does …? yes, … does. no, … doesn’t. what does … usually do…? he/ she usually ….三 教學重點和難點1 四會及三會單詞及詞組的掌握。2 能熟練運用本課所學的詞組及句型。四 課前準備教具準備：圖片，畫圖，錄音機和磁帶五 教學過程教學環節教師活動學生活動a free talk1 do you like …?yes, i do. / no, i don’t.brevision1 play a game: listen and actwave your arms, shake your bodies,stand up, sit down, touch your hair, open your mouth, close your eyes,show me your hands,touch your foot2 指導學生邊跟讀邊做出相應的動作。一個學生說，其余學生做出相應的動作。c presentationand practise1 （接著前面的游戲）:run fast, jump high, sit quietly, walk quietly, dance beautifully, speak loudly2 who can run fast?teach: run fastdoes he/she run fast?3 who can jump high?teach: jump high4 同法教授:speak loudly, dance beautifully, walk carefully, sit quietly學生做出相應的動作。i can run fast.(做動作)跟讀，個別讀yes,he/she does. no, he/she doesn’t.i can jump high.(邊做動作并比賽)其余同學: he/she jumps high.跟讀，個別讀 ，邊讀邊做動作。跟讀，個別讀 ，邊讀邊做動作。dlook, read and learn1 放錄音2 領讀3 指導跟讀跟讀集體朗讀兩遍elook and say1 （出圖片）：what’s mike doing?does he jump high?2 指導學生看圖3 指導指導he’s jumping.yes, he does.同桌操練進行說話練習作擴充練習fwork in pairs1 指導,teach :usually2 指導同桌操練兩人一組練說，然后將句子寫在書上六 板書設計speak loudly run fast does …?dance beautifully jump high yes, … does./ no, … doesn’t.walk carefully sit quietly what does … usually do…?七 作業設計1朗讀并抄寫四會單詞和詞組。2 運用所學的詞組和句型自由交談。八 課后反思教授這些詞組時，我采用listen and act游戲來進行鞏固，如我說jump high，學生跳起，盡量跳得很高。在學習句型時，我利用圖片來引出，如what’s mike doing? he’s jumping. does he jump high? yes, he does.在學生仔細看圖后，指導他們用does(name)…? yes, …does. / no, …doesn’t.等句型進行說話練習。
(20) unit 4 an english friend (第二教時) apr.3
一 教學內容 a read and say二 教學目標1 能正確地理解、掌握對話內容，并能朗讀、初步表演對話。2 四會單詞：an e-mail, english, busy, a town, age, usually, well3 能正確地運用對話中的日常交際用語和詞組：i’m busy. we’re the same age.4 四會句型：does he/she …? yes, he/she does. no, he/she doesn’t. what does he/she usually do…? he/she usually ….三 教學重點和難點能正確地理解、掌握對話內容，并能朗讀、初步表演對話。四 課前準備教具準備：教學掛圖，錄音機，磁帶，單詞卡片五 教學過程教學環節教師活動學生活動a free talkhello,…. nice to see you.how are you?how old are you?nice to see you.fine./not so good….i’m eleven.brevision1 play a game: listen and actspeak loudly, run fast, jump fast,dance beautifully, walk carefully,sit quietly, walk fast, …2 does he/she speak loudly/…?3 指導4 what do you usually do on sundays? what does he/she usually do on sundays?5 指導學生邊跟讀邊做動作。yes, he/she does.no, he/she doesn’t.自由模仿練說i usually ….he/she usually….模仿練說cpresentation and practise1（出示教學掛圖）wang bing and gao shao are in the computer room.look, is wang bing surfing the internet? no, he is busy. he’s writing an e-mail to his english friend,tom.teach: surf , internet, an e-mailbusy, surf the internet2 where does his friend live? no,he lives in a small town near london.teach: london , town跟讀，個別讀，集體朗讀he lives in london.跟讀，個別讀，集體朗讀dread and say1放錄音2 根據錄音回答問題：what is wang bing doing?where does tom live?what subjects does tom study at school?does tom study chinese?what does tom usually do on sundays?does tom play well?xk b1 .c om3 放錄音4 示范讀5 巡視指導6 指導聽錄音he is writing an e-mail to his english friend.he lives in a small town near london.he studies english, maths, science and art.no, he doesn’t.he usually plays football.yes, he does.he swims well,too.跟讀兩遍跟讀自由讀表演六 板書設計what is wang bing doing? e-mailwhere does tom live? busyhow old is tom? surfwhat subjects does tom study at school? londondoes tom study chinese? townwhat does tom usually do on sundays? agedoes tom play well?七 作業設計1 朗讀并表演對話 2 根據所學的對話內容自編或改編小對話。八 課后反思本段對話發生于電腦室。對話中出現了主語為第三人稱單數的一般疑問句和特殊疑問句及其答語。我通過出示幻燈片，引出詞語an e-mail, surf the internet,busy,london.同時讓學生聽錄音，了解整段對話的內容，并通過問答的形式進一步熟悉課文內容。指導學生進行多種形式的朗讀，達到比較熟練的程度。
(21) unit 4an english friend (第三教時) apr.4
一 教學內容 e look and read ; f listen and act二 教學目標1 進一步掌握好本單元有關副詞的詞組。2 進一步掌握好本單元a部分的課文內容及其重點句型。3 進一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually….三 教學重點和難點1 進一步掌握好本單元有關副詞的詞組。2 進一步掌握好本單元a部分的課文內容及其重點句型。3 進一步掌握好句型：does …? yes,…does. no, … doesn’t. what does … usually do …? he/she usually…四 課前準備教具準備：圖片，教學掛圖，錄音機，磁帶五 教學過程教學環節教師活動學生活動a free talkdo you like …?does she/he like…?what do you usually do on sundays?what does he/she usually do on sundays?yes, i do. no, i don’t.yes,he/she does.no,he/she doesn’t.i usually …he/she usually ….brevision1 play a game: listen and act 發令2 指導3 指導4 指導邊跟讀邊做相應的動作齊讀課文、分角色朗讀表演學生做擴展表演elook and read1 巡視2 領讀3 指導學生自己朗讀e部分內容。跟讀兩遍齊讀flisten and act1 講解圖意并指導做游戲六 板書設計does …? what does … usually do …?yes, … does./no, … doesn’t. he/she usually ….七 作業設計1 朗讀并抄寫四會單詞、詞匯和句型。2 用句型what does … usually do …?進行筆頭交流，調查同桌或其他同學在平時干些什么事情。八 課后反思e部分旨在通過看看讀讀的形式幫助學生復習鞏固主語為第三人稱單數時動詞的用法。我通過讓學生看圖，用第一人稱敘述圖上內容，然后再用第三人稱轉述圖上的內容，并且讓他們說出兩句話的不同之處，以此區分。
(22) unit 4an english friend (第四教時) apr.5
一 教學內容 g listen and repeat; h say a rhyme二 教學目標1 能聽讀、辨認元音字母u在單詞中的讀音。2 會誦讀歌謠: a letter for me三 教學重點和難點能聽讀、辨認元音字母u在單詞中的讀音。四 課前準備教具準備：單詞卡片，圖片，錄音機和磁帶。五 教學過程教學環節教師活動學生活動a free talkhello.who can jump high?does he/she jump high?what do you usually do …?what does he/she usually do …?hello.i can jump high.yes,he/she does.no,he/she doesn’t.i usually ….he/she usually….brevision1 巡視指導2巡視指導3巡視指導4巡視指導齊讀a部分課文背誦a部分內容齊讀b部分詞組并背誦。齊讀e部分內容clisten and repeat1 出示單詞卡片bus, jump, puppet, run2巡視指導3 出示句子：the puppet jumps and runs around on the bus.4 領讀5 指導齊讀單詞并找出字母u在單詞中的發音。舉例其它的單詞自己輕聲朗讀跟讀齊讀dsay a rhyme1 放錄音2 放錄音3 領讀4 指導5 評價聽錄音跟讀跟讀齊讀比賽讀六 板書設計bus jump puppet run ……the puppet jumps and runs in the bus.七 作業設計1 完成練習冊本單元的練習。2 朗讀歌謠給父母聽。八 課后反思教學f部分時，讓學生聽教學光盤里四個單詞的發音，讓學生邊聽邊體會，找出共同因素，再聽錄音跟讀，隨后讓學生說出其他含有字母u并發相同音的單詞，讓學生讀讀練練。為學生做單詞辨音題打好基礎。
(23) unit 4 an english friend (第五教時) apr.9
一 教學內容1 默寫本單元的單詞、詞組。2 默寫本單元的課文。3 講解練習冊上本單元的聽力及練習。
(24) unit 4 an english friend (第六教時) apr.10
一 教學內容1 進行本單元的單元測試（每課練拓展練習冊上）
6B Unit 篇8
英語牛津教材2bunit-6教案課題： unit 6 eating and drinking 第 1 課時課型：新授教學目標basic aims: a. to learn the word: bowl b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions. b. free talkeducation aims: educate the pupils to be a polite child.教 學 重點、難點、關 鍵give some instructions and act them out correctly.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、play a game: simon says 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.step-threewhile-task procedure 1、bowl 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2) read: bowl → it’s a bowl.3) ask and answer: e.g. what is it? it’s a bowl. ( t --- p → p1 --- p2 ) 2、bring me a bowl.1) instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2) repeat: bring → bring me → bring me a bowl.3) say and act:a. t: (name), bring me a ______. p1: ( act. ) here you are. t: thank you.p1: (name), bring me a ______.對句子進行擴充，使之成為一段小對話，給內容更富交際性，同時灌輸學生待人接物的禮儀。 b. 課 序教 學 過 程 設 計設計意圖 p2: ( act. ) here you are. p1: thank you. 3、bring me some milk, too. repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.” 4、give it to kitty. 1) instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2) repeat: give → give it to → give it to kitty.3) say and act: e.g. ( take out an object.) t: give it to (p2), p1. p1: ( act. ) here you are. p2: thank you. give it to (p4), p3. p3: ( act. ) here you are. p4: thank you. … ( then change the objects, repeat this step.) 5、listen and repeat: 6、perform the dialogue: 1) put the pupils into groups of three to practice the dialogue.2) perform the dialogue.step-fourpost-task activities: 1) put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2) select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times. 板書設計 教具準備1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)課后小結 課題： unit 6 eating and drinking 第 2 課時課型：新授教學目標basic aims: a. to learn the words: e.g. plate, glass … b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 學 重點、難點、關 鍵pronounce the words correctly.make a short dialogue.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、pair-work: (put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. p2: here you are. (p1), give it to (name). p1: here you are. p3: thank you. step-threewhile-task procedure: 1、plate 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2) read: plate → it’s a bowl.3) ask and answer: e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate 2、glass, fork, knife, spoon 課 序教 學 過 程 設 計設計意圖 the teaching method is the same to 2. 3、chopsticks 1) instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2) repeat: chopsticks → a pair of → a pair of chopsticks3) make some sentences. 4、consolidation:通過不同形式的游戲，對單詞的音、形、意加以鞏固，為下面的表達做準備。 1) listen, repeat and draw2) look and say3) play the game: what is missing?4) matching game: (picture words --- card words)5) make a dialogue and act: (let’s act) 5、four spoons? yes, please./ no, thank you. 1) instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2) repeat: a. four spoons? b. yes, please. / no, thank you.3) ask and answer: a. t --- ask p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer. 6、listen and repeat step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: listen and repeat p28 & p29 five times.2板書設計 教學具準備1、tableware.2、word cards and picture cards.3、picture cards for food and drinks. 課后小結 課題： unit 6 eating and drinking 第 3 課時課型：新授教學目標basic aims: a. to learn the drills: what do you want? i want … b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 學 重點、難點、關 鍵ask and answer: what do you want? i want …課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) four spoons? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、play a guessing game: what is it?復習餐具、食物單詞，為下面的教學內容做準備。 (if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure: 1、x x x-ray 1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.課 序教 學 過 程 設 計設計意圖 2、what do you want? i want …把教學內容放在一個場景中引出，從野餐前餐具的選擇，到食物的選擇，到最后的野餐，教學形式更貼近生活，加大了新句型的操練密度。 1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: 1、listen and repeat p29 & p30 five times.板書設計 教學具準備1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food. 課后小結 課題： unit 6 eating and drinking 第 4 課時課型：新授教學目標basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 學 重點、難點、關 鍵1) prononce the words correctly.2) make a dialogue.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) what do you want?7) four apples? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、role- play: i’m a sales clerk. demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure: 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something. 在鞏固這一單詞時，通過句子和師生間的對話進行，讓學生熟悉交談的形式，為后面的輸出降低難度。 b. t: how do you feel? p1: i’m thirsty / hungry. t: some …? / what do you want?課 序教 學 過 程 設 計設計意圖 p1: t: here you are. p1: thank you. 2、hungry the teaching method is the same to 1. 3、consolidation: matching game: choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.” 4、listen and repeat: step-fourpost-task activities:讓學生根據所學內容自編對話，加強學生實際運用的能力。 make some new dialogues like this:a. p1: i’m thirsty. p2: what do you want? p1: i want … p2: here you are. p3: thank you.b. p1: i’m thirsty. p2: some milk? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment: listen and repeat p28 five times.2板書設計 教學具準備1、tableware.2、word cards.3、picture cards for food and drinks. 課后小結 課題： unit 6 eating and drinking 第 5 課時課型：新授教學目標basic aims: a. to learn the story: b. to act the story.developing aims: free talk教 學 重點、難點、關 鍵role-play the story..make a short story.課 序教 學 過 程 設 計設計意圖step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、matching game: stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time. 4、free talk: what do you like to eat or drink? step-threewhile-task procedure: 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry? 通過聽錄音，回答問題的形式，幫助學生理解和記憶故事內容，同時訓練學生 c. does may want a coke?d. does sam want a pizza?e. what does their mother want?課 序教 學 過 程 設 計設計意圖 f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的聽力理解能力。step-fourpost-task activities:在故事的改編和角色的扮演中發揮學生的主觀能動性和創造性。 1、 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment: listen and repeat p31 five times.2板書設計 教學具準備1、word cards and picture cards.2、picture cards for food and drinks.3、some paper. 課后小結
6B Unit 篇9
課題unit2 more exercises
課型
新授
課時
1
教學
內容：words: low,high, far, farther, slow, early, better sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教學
目標a.words: low,high, far, farther, slow, early, betterb. sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重點 難點：比較級的一般疑問句問法，及其回答。課前 準備：錄音機
師生互動教學過程
教學步驟教師活動學生活動
a preparationlisten and do教師可結合以前教學相關動詞的動作和節奏幫助學生復習已學過的動詞，特別是本課出現的：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…quickly respond：說反義詞復習上單元的形容詞，引出本課出現的副詞：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
b presentation1. t: what time do you go to bed? s1: at … t: what about you? s2: at … t: oh, who goes to bed later?s: go to bed later than . （板書）此處的later解釋為“晚的”2.通過提問what time do you get up?引出 gets up earlier than .（板書）3. 通過跳遠比賽引出 jumps farther than .（板書）4. 通過跳舞比賽引出 dances better than . （板書）提醒學生注意這幾個比較級變化，引導學生總結副詞的比較級變化規則：副詞的比較等級的形式變化與形容詞大致相同，但以后綴-ly結尾的副詞一般用more:carefully-more carefully, beautifully-more beautifully注意：early末尾的ly并非后綴。通過比賽跳高引出does jumps higher/ lower than ?yes, he does. / no, he doesn’t. jumps higher than .do and jumps higher/ lower than and ?yes, they do./ no, they don’t. 可重復1-4環節的提問或者利用b部分的掛圖，引出比較級的一般疑問句
b presentation
c work in pairs (c )1. look and read the dialogues2.ask and answer in pair using the dialogues and words（注意書上的fat 可改為far）write down the dialogues you make
板書設計:unit 2 more exerciseslow- lower does jumps higher/ lower than ?slow-slower yes, he does. / no, he doesn’t. jumps higher than .late-later do and jumps higher/ lower than and ?early-earlier yes, they do./ no, they don’t. far-fartherwell-better
教學后記
課題
unit2 more exercises
課型
新授
課時
2
教學
內容：a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教學
目標a.words: be good at, do well in, have problems with, player, trueb.daily express for communication:that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.sentence patterns:ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
重點 難點：
比較級句型的熟練掌握。
課前 準備：
錄音機
師生互動教學過程教學步驟教師活動學生活動
a preparation
quickly respond：（說反義詞）復習上單元的形容詞，引出本課出現的副詞：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …2. ask and answer:does the bird fly higher than the chicken?does the horse run slower than the pig?do the ducks swim faster than the fish? …does your father get up earlier than you?
b presentation1.t:（承接上面的問答）does run faster than ?who like pe? who can swim? who runs faster?(根據學生的回答)oh, i think is good at pe. who’s good at pe, too?(進一步提問)：who’s good at chinese/english/ maths/ music/ art/…?2. t: do you know jim? is he good at pe? listen and answer.（聽第二遍回答）what is jim good at? why doesn’t jim do well in pe? 教學not as …as…句型：不如…3. listen and read the sentences above4. read the dialogues and discuss: what are jim’s advantages?what are jim’s disadvantage?what should jim do?小組討論后，可派代表發言，其他同學補充5. read and learn the dialogues:邊聽讀對話，邊學習詞匯: have problems with…,player, true邊通過與學生的交談學習相關語言項目do you have problems with your homework?—and you? do you have problems with your english homework?/ do you have problems with your maths?…i’m not doing well in pe?—do you doing well in pe/ computer studies/ science…?ben runs faster than me?—who runs faster/ slower than you?mike runs as fast as ben. – who runs/ swims as fast as you?and you can swim fast. – can you swim? can you swim fast?i’ll get up earlier every day and do more exercises before i go to school.—what exercises can jim do? 6. read in roles7. read and judge
c further learning（這一環節課根據班級情況選用）1. t: i’m not good at pe. i want to do more exercises. do you have any suggestions? have ss discuss in group2. have ss make an exercise planning for each student （也可不局限于體育學科，進一步擴展到其他學科， 如英語、美術等）
板書設計:unit 2 more exercisesjim is good at english and maths.jim does not do well in pe.
教學后記
課題unit2 more exercises
課型
新授
課時
3
教學
內容：a. phrase: animal showb..熟練運用交際用語：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四會掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教學
目標a. phrase: animal showb..熟練運用交際用語：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四會掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重點 難點：綜合運用所學用語。課前 準備：錄音機
師生互動教學過程
教學步驟教師活動學生活動
a free talk
are you good at …?what subject are you good at?who is good at pe/…?who runs faster than ?who can swim?do you get up early?how do you go to school in the morning?do you want to do better in pe/ english/…?what do youwant to do?b revision1.read the text together/ in roles2.practise the dialogue
c listen and write (d)1. look and answer:（要求學生回答要完整） t: look, here’s an animal show.do you know them?what are they doing?which animals skate better, the monkeys or the bears?do the bees fly higher than the butterflies?do the fish swim faster than the ducks?which animals do you like better, the monkeys or the bears?2. listen and write3. check the answers4. have ss say and write more sentences about the picture
d play a game (f)1.講解游戲規則，師生示范2.根據班級情況，給于適當的時間讓學生記憶，s1提問，ss搶答。3.教師也可用課外的圖片補充到游戲中來，豐富游戲內容
板書設計:unit 2 more exercises ________ fly _______than _________. __________ skate _______ than _________.__________ sw _______swim______ than _________.
教學后記1. read and recite the text2. wb e,f
課題unit2 more exercises
課型
新授
課時
4
教學
內容：a. words and phrases: traffic, heavy, well doneb..熟練運用交際用語：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四會掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?
教學
目標a. words and phrases: traffic, heavy, well doneb..熟練運用交際用語：that’s true.jim is not as strong as the other boys.mike runs as fast as ben.c.四會掌握句型：ben runs faster than jim.do the boys jump higher than the girls?does jim swim slower than david?重點 難點：綜合運用及能夠靈活運用熟練掌握。課前 準備：錄音機
師生互動教學過程
教學步驟教師活動學生活動
a say a rhyme(h)
1.look and listen 2.read and learn: well done3. 教師可讓學生結合動作，引導學生按節奏誦讀b revision1. game: true of false?教師講解游戲規則：一人隨意說一句話，但要用到比較級，如the cats run faster than the ducks./ my father gets up earlier than my mother.其余人判斷所說的是否正確，認為正確的stand up并說that’s true!認為錯誤的可以說that’s not true!2.read and practice the dialogues in text
c look, read and judge1. have ss read and judge2. listen,read and learna. traffic:交通b.heavy(heavier) 在此處以為“多的，密集的”3. read and check the answer
d listen and repeat ( g)1. read and compareforty, horse, morning, sports [ ]2. listen and read the sentence3. learn more words: for, short, …
板書設計unit 2 more exercises[ ] forty, horse, morning, sports
教學后記1. read and recite the rhyme2. exercises in wb2
6B Unit 篇10
unit 8 at the weekends
一、教學內容簡析：
本單元教學內容圍繞"周末活動"展開，通過周末活動引出本單元的四會內容和昆蟲類名稱。涉及的句型有how do you
spend your weekends? how does he/she spend his/ her weekends?
本單元設計的周末活動有網上沖浪、爬山、看電視、蕩秋千、看卡通片、捉昆蟲等，學生對這些活動都會很感興趣。教師在教學中應盡量為學生創設比較生動的情景，以便更有效的幫助學生復習有關動作類詞組；對于昆蟲類名稱的學習，教師應根據學生年齡特點，充分利用昆蟲標本或圖片等多種形式，把昆蟲類詞匯的學習與實際生活緊密聯系起來。
二、教學要求：
1 能聽懂、會說、會讀和會拼寫單詞和詞組talk, weekend, very, learn from, sport,
often, of course, catch, an ant, a bee, a butterfly
2 能聽懂、會說、會讀和會寫句型 how do you spend your weekends? how does
he/she spend his/ her weekends? i often ... sometimes i ...
3 能聽懂、會說和會讀日常交際用語和句型 i can learn a lot from it. of course, i
do.
4 了解字母組合ee在單詞中的讀音。
5 會誦讀歌謠 we know.
三、教學重、難點：能聽懂、會說和會讀日常交際用語和句型 i can learn a lot from it. of course, i do.
四、教學安排：
共六課時。
第一課時學習a部分
第二課時學習b部分
第三課時學習c部分
第四課時學習d部分
第五課時學習e、f、g、h部分
第一課時
一、教學內容
5b .unit 8 a部分 read and say
二、教學目標
1 能正確理解、掌握a部分會話，并能朗讀、初步表演對話。
2 能正確地運用對話中出現的日常交際用語。
3 初步掌握會話中出現的四會單詞和句型。
三、教學重、難點
能正確理解、掌握a部分會話。
四、課前準備
1 準備本課會話的投影片。
2 準備錄音機和磁帶。
3 黑板上預先寫好課題 unit 8 at the weekends
五、教學過程
step1 listen to a song 《we know》
step2 free talk
step3 revision
1、出示圖片，讓學生看圖復習以前所學的詞匯---go swimming/ climbing/ jogging, play
football/ basketball, play the piano/ violin, go to the park/
cinema, watch tv, play chess ...
2、活動：聽聽、說說、做做。學生聽教師口令邊說、邊做動作，鞏固以前所學的詞匯。
step4 presentation and drill
1、教師出示一個掛歷，指著星期六和星期天問學生 what do you do on saturdays and sundays? 學生回答 i play football. 教師接著說：how do you spend your
weekends? oh, you often play football at the weekends.讓學生理解句子的意思，然后教師指著星期六和星期天對學生說 weekend, at the weekends, 讓學生理解該詞的含義,跟讀模仿單詞weekend, at the weekends 及句型how do you spend your weekends? 板書單詞及句型weekend 及句型how do you spend your weekends?
2、教師在掛歷的大部分周末處畫上足球，剩下的畫上tv---t : how do you spend your weekends? 啟發學生回答: i often play football. sometimes i watch tv. 通過直觀的圖示使學生了解often 和sometimes 的含義，板書單詞often 和sometimes 及句型i often play football. sometimes i watch tv.
3、師生問答，學習并操練how do you spend your weekends?及其答語 i often ...
sometimes i ...
4、教師出示課文投影片簡介課文內容，讓學生了解對話的背景，然后問學生：look. this is wang bing. how does he spend his weekends? he likes surfing the internet.通過畫有電腦的投影片使學生明白該句的意思。教師接著 說：i likes surfing the internet, too. i think it's very interesting. i can learn a lot from it. i can read novels、learn english、qq, etc on the internet. what do you think of it? 教師通過手勢、表情引出單詞very, learn from, 教師示范發音，學生靜聽、模仿、跟讀，并拼讀。
5、教師接著介紹課文中人物的周末活動，然后問：how does he/she spend his/ her
weekends? 通過手勢、表情讓學生理解該句的意思，引導學生用he/ she often ... 和 sometimes he/ she... 回答，板書學習單詞sport, catch, of course
6、讓學生分層次練說句型how does he/she spend his/ her weekends? he/ she
often ... 和 sometimes he/ she...
7、讓學生看圖、聽錄音，整體理解對話。
step5 practice and consolidation
1 讓學生聽錄音，模仿跟讀。
2 學生小組分角色朗讀。
3 在熟讀的基礎上讓學生在小組內試著表演對話。
4 游戲活動：看看、說說。讓一個學生做動作，其他學生用英語描述。
step6 homework
聽本課對話的錄音，要求學生跟讀、讀熟，并能夠在小組內進行表演。
第二課時
一、教學內容
5b. unit 8 b部分 look, read and learn
二、教學目標
1 通過復習能正確熟練掌握a部分會話，并能表演對話。
2 能正確地運用對話中出現的日常交際用語進行交際活動。
3 熟練掌握b 部分 look, read and learn中出現的四會單詞。
三、教學重、難點
能正確熟練地掌握b部分出現的四會單詞。
四、課前準備
1 準備本課會話的投影片。
2 準備錄音機和磁帶。
3 準備本課b部分出現的單詞的圖片。
4 黑板上預先寫好課題unit 8 at the weekends
五、教學過程
step1 listen to a song
stpe2 free talk
step3 revision
1 出示本課對話投影片，師生看圖問答。
2 學生看圖小組內表演對話。
3 活動：listen and act---學生聽教師口令邊說、邊做動作，復習
動物類單詞,活躍課堂氣氛，為新課學習進行鋪墊。
step4 presentation and drill
1 出示b部分單詞的圖片，讓學生看圖，教師可引導學生談論圖片，如：look at my pictures. there
are many insects. look, this is an ant. it's lovely. do you like it?
2 教授單詞an ant,讓學生聽錄音進行靜聽、模仿、跟讀、拼讀。
3 分層次拼讀單詞 an ant
4 同樣方法學習其余七個單詞
5 游戲活動：what's missing?---把兩張或三張圖片展示給學生看，然后抽掉其中一張，讓學生說出被抽掉的那一張圖片的單詞
step5 practice and consolidation.練習和鞏固
1. 競賽活動：學生看圖，分組認讀、拼讀單詞，看哪組說得又快又準確。
2 . 小組活動：do a survey---設計do you like...? yes, i do./ no, i
don't.問答練習，小組開展調查活動，完成活動調查表
3. 小組推選代表匯報調查情況。
step5 homework
抄寫本課所學的四會單詞。
第三課時
一、教學內容
5b .unit 8 c部分 ask and answer
二、教學目標
1 復習本單元所學詞匯。
2 掌握句型how do you spend your weekends?及其回答i often ...
三、教學重、難點
四會掌握句型how do you spend your weekends?及其回答i often ......
四、課前準備
1 準備本課會話的投影片。
2 準備本課b部分出現的單詞的圖片。
3 準備本課c部分出現的圖片。
4 黑板上預先寫好課題 unit 8 at the weekends
五、教學過程
step1 learn to sing
step2 free talk
step3 revision
1 出示本課對話投影片，師生看圖問答。
2 學生看圖小組內表演對話。
3 出示本單元單詞圖片,讓學生看圖認讀單詞，復習所學的詞匯。
step4 presentation and drill
1 出示幾組圖片，讓學生根據圖片內容邊做動作，其余學生根據其動作說出該動詞詞組，可在小組間進行競賽，激發學生的學習興趣。
2 教師做出彈琴的樣子說：i like playing the piano. i often play the piano
at the weekends. how do you spend your weekends? 引導學生回答 i often ...
3 師生問答，運用how do you spend your weekends? i often ...句型。
4 競賽活動：連鎖操練---一個學生邊做動作邊說i often ...然后問另一個學生how do you spend your weekends?依次類推進行問答練習。
5 出示c部分第一幅圖，教師與一個學生示范，然后其他學生在小組內模仿、練說。
6 小組匯報表演。
7 教師指導學生進行筆頭練習--- how do you spend your weekends? i often ...
step4 practice and consolidation
1 小組活動：調查統計表----學生五人一個小組，運用how do you spend your weekends?i often ...句型進行小組調查，完成調查統計表。
2 小組匯報調查結果。
step5 homework
看c部分圖片造句。
第四課時
一、教學內容
5b.unit 8 d部分 look and say
二、教學目標
1 復習本單元所學對話和詞匯。
2 學習并掌握句型how does he/ she spend his/ her weekends?及其回答he/ she
often ... sometimes he/ she ...
三、教學重、難點
四會掌握句型how does he/ she spend his/ her weekends?及其回答he/ she
often ... sometimes he/ she ...
四、課前準備
1 準備d部分出現的投影片。
2 在黑板上預先寫好課題unit 8 at the weekends.
五、教學過程
step1 learn to sing a song
step2 free talk
step3 revision
1 出示本課對話投影片，學生看圖用英文描述。
2 學生表演對話。
3 出示圖片，讓學生看圖快速認讀單詞，復習所學的詞匯。
step4 presentation and drill
1.雙簧表演---全班提問how do you spend your weekends?
臺前兩個學生一個造句另一個做動作 i often... 教師在他們回答后問全班：how does he/ she
spend his/ her weekends?引導學生回答he/ she often ... 教師說：yes.
and sometimes he/ she ...
2 .教師示范句型，邊說邊板書：how does he/ she spend his/ her weekends? he/
she often ... sometimes he/ she ... 通過動作、表情讓學生理解并讓學生學說。
3 .出示投影片, 指導學生看圖，談論圖片, 分層次讓學生練說 how does he/ she spend his/ her weekends? he/ she often ... sometimes he/ she ...
（1）學生小組內模仿句型、練說, 然后小組匯報。
（2）教師指導學生進行筆頭練習--- how does he/ she spend his/ her weekends?
he/ she often ... sometimes he/ she ...
step5 practice and consolidation
游戲活動1：做做、猜猜---請一個學生到臺前表演動作，第二個學生背對著第一個學生，全班提問how does he/ she
spend his/ her weekends? 讓第二個學生運用he/ she often ... sometimes
he/ she ...句子來猜一猜。
step6 homework
看d部分圖片造句。
第五課時
一、教學內容
5b unit 8.e部分 read the passage, f部分think and guess, g部分listen
and repeat和h部分 sing a song
二、教學目標
1 通過復習，能較熟練地掌握本單元所學的詞匯.
2 能較熟練地在情景中運用本單元所學的日常交際用語.
3 聽懂、會說、會讀并理解e部分 read the passage.
4 了解字母組合ee在單詞中的讀音。
5 能熟練表演唱本單元出現歌曲。
三、教學重、難點
能正確地運用句型how do you spend your weekends? i often... how
does he/ she spend his/ her weekends? he/ she often ...
sometimes he/ she ...并能在具體情景中以口、筆頭形式進行交流。
四、課前準備
1 準備e、g部分出現的投影片。
2 準備本課對和詞匯的投影片和圖片。
3 在黑板上預先寫好課題unit 8 at the weekends.
五、教學過程
step1 sing a song 表演唱英文歌曲we know.
step2 free talk 師生交流
step3 revision 復習
1 出示b部分詞匯圖片，教師快速展示圖片，學生認讀三會單詞、拼
讀本課四會單詞，用競賽活動的形式鼓勵學生參與。
2 出示本課對話投影片，學生表演對話。
3 用本課所學句型how do you spend your weekends? i often... how
does he/ she spend his/ her weekends? he/ she often ...
sometimes he/ she ...來調查周圍同學的周末活動。
step4 read the passage
1 出示e部分的投影片，指導學生看圖，引出生詞glow和fight.
2 讓學生邊聽錄音邊看圖，理解整篇短文意思。
3 在學生理解的基礎上，讓學生聽錄音模仿、跟讀。
4 教師由易到難提問 how does the boy spend his weekends? what can ants
do? what can fireflies do? which insects do you like? what do
you think of insects?
step5 listen and repeat
1 出示單詞投影片，讓學生認讀bee, see, sleep, tree這四個詞。
2 分層次朗讀單詞，讓學生體會字母組合ee在單詞中的發音，還可以讓學生再試讀一些單詞，如：teeth, feet,
weekend
3 看圖，教師示范動作，讓學生理解句子，并讓學生聽錄音跟讀，朗讀時注意句子的節奏---i can see some bees sleeping in the tree.
step6 think and guess
1 游戲活動：說說、猜猜---教師示范，就一種昆蟲給出一些描述，再問what is it? 讓學生用is it ...?來猜答案。
2 小組開展游戲活動。
step7 sing a song---表演唱本課的英文歌曲 we know.
step7 homework
運用本課所學句型how do you spend your weekends? i often...how does
he/ she spend his/ her weekends? he/ she often ...sometimes he/ she ...進行交流。
6B Unit 篇11
unit 7 a letter to a penfriend (第一教時)
一 教學內容：1. 聽得懂、會說、會讀、會拼寫單詞： glue, write a letter. 2. 聽得懂、會說、會讀單詞：writing paper, an envelope, e-mail address, a fax number, a postcard3.會寫英文信封。二 教學目標：1. 能聽懂、會說、會讀、會拼寫單詞： glue, write a letter. 2. 聽得懂、會說、會讀單詞：writing paper, an envelope, e-mail address, a fax number, a postcard3.會寫英文信封。三 教學重點和難點：聽得懂、會說、會讀、會寫句型：can i have…? what for? i want to…四 課前準備：b教學掛圖，錄音機和磁帶,明信片，信紙和信封五 教學過程教學環節教師活動學生活動
a free talk
1.--do you have any friends? who’s your friend? do you have any penfriends? you can write letters to each other.板書：a letter to a penfriend 并領讀。
b presentation1. if we have a penfriend. we should write letters. what do we need to write a letter?引出單詞writing paper, an envelope并領讀。2. 用英語示范寫信和信封的過程，滲透相關單詞。3.呈現b掛圖：this is liu tao’s study. look at the things in it.在復習writing paper, an envelope的前提下學習其余單詞：e-mail address, a fax number, a postcard， a telephone number, glue .
c practice1.放錄音，組織學生跟讀單詞。2.猜謎鞏固單詞：(1)、liu tao’s mother is now in guangzhou. liu tao is in nanjing . he wants to speak to his mother. i can help them . what am i ?(2).i want to write a letter. what do i need?(3).i want to set a fax. what do i need?(4).i want to write an e-mail. what do i need？
d write a letter1. 以p59的信封為例，指導學生如何寫信封。（注意中文信封和英文信封的不同寫法）2.通過瀏覽e 的一封信，了解英文信的格式。六 板書設計:unit 7 a letter to a penfriendwrite a letter write an e-mailan envelope a fax machinewriting paperpostcard a telephone number七 作業設計:一. 熟讀e的一封信,了解寫信人和收信人的一般情況。二. 仿照e的一封信，寫一封英文信，包括信封。三. 英漢互譯。1. 電子郵件地址__________ 2.傳真號碼__________3.一些信紙__________ 4、寫信__________ 5、我的筆友__________八 教學反思：本單元主要圍繞“寫信”這一主題，從談論自己的筆友入手到著手給筆友回信，把相關“自我介紹”、“詢問他人情況”、“征求意見”等日常交際用語、詞匯和句型有機地結合起來，并運用于對話和課文中。其實本課的內容教授學生如何寫一封信就是對前面所學內容的一個綜合運用，通過這封信看學生對所學句型能不能做到靈活運用。針對這一特點，我呈現了十分豐富的語言材料，又展示了“與外籍朋友通信”的各種形式和具體操作過程。努力利用多種資源，為學生們創造與外籍朋友通信的條件，同時引導學生運用所學語言參與實際交流，培養了他們綜合運用語言的能力，教學中，根據學生的興趣特點開展了豐富多彩的活動，并滲透了英文書信的寫信格式，讓學生試著把口頭說的轉變成筆頭寫的，從聽、說、讀、寫各個方面綜合所學。
unit 7 a letter to a penfriend (第二教時)
一 教學內容：1.聽得懂、會說、會讀、會寫句型：can i have…? what for? i want to… 2.能有表情地誦讀歌謠：i want to write a letter.二 教學目標：1.聽得懂、會說、會讀、會寫句型：can i have…? what for? i want to… 2.能有表情地誦讀歌謠：i want to write a letter.三 教學重點和難點：聽得懂、會說、會讀、會寫句型：can i have…? what for? i want to… 四 課前準備：錄音機五 教學過程教學環節教師活動學生活動
a revision1.檢學生的復習情況，組織學生讀e部分的信，并且就信的內容進行提問：who is this letter for/from? how old is liu tao? what are liu tao’s favourite subjects?2. 組織學生同桌間相互讀信，然后集體交流。
b presentation1. 從以上讀信活動導入新知：can i have your letter?暗示對方說：what for? 然后說：i want to read it to the students.呈現類似的情景如：can i have a pen? … i want to write a letter. 2. 在學生了解意思的情況下板書：---can i have a/an/some/the….?---what for?---i want to…---sure. here you are. 3.領讀板書。
c practicec. look and say.1.師生對話提供示范：---can i have a postcard? ---what for? ---i want to write to tim.---sure. here you are.2.組織同桌問答操練。3.組織集體口頭交流。4.組織六個學生在黑板上板書，其余學生在書上完成1，4，6。5.組織集體校對。
d say a rhyme
組織學生聽錄音，讀詩。六 板書設計:unit 7 a letter to a penfriend--can i have a/an/some/the….?---what for?---i want to…---sure. here you are.七 作業設計: 根據中文提示翻譯句子，每格一詞。1. 我可以用你的油畫棒嗎？為什么？我想畫畫。 can i _____ your crayons? what _____? i _____ to draw _____.2. 我想寫封電子郵件給我的筆友。 i want _____ write an _____ to my _____. 我想成為你的朋友。i _____ to be your _____.抄寫相關句型。八 教學反思 本課主要要求學生掌握寫信的相關句型，及can i have ……？ what for? 上節課中已經學會了一些寫信相關的一些詞匯，這節課可以在復習的基礎上引入本課所學句型，根據日常生活中寫信的要求，寫信的格式逐漸滲透相關內容，讓學生在真實的語境中習得所學。
unit 7 a letter to a penfriend (第三教時)
一 教學內容：1.聽得懂、會說、會讀、會拼寫單詞：also, 聽得懂、會說、會讀日常交際用語：i hope so . what should i do?2.學習課文a。3.了解寫電子郵件的常識，完成f、think and write.二 教學目標：1.聽得懂、會說、會讀、會拼寫單詞：also, 聽得懂、會說、會讀日常交際用語：i hope so . what should i do?2.學習課文a。3.了解寫電子郵件的常識，完成f、think and write.三 教學重點和難點：學習課文a。四 課前準備：錄音機，一封信五 教學過程教學環節教師活動學生活動
a free talk1.--look, here’s a letter from my friend.--today, we’ll learn part a. it is about liu tao. he’ll write a letter to his penfriend.
b presentation1. 聽錄音，了解全文的結構。2. 逐段分析課文：（1）yesterday afternoon, liu tao read about an english boy, peter, in the newspaper. what does liu tao want to do?放錄音第一段，讓學生找到答案：he wants to write to peter and to be his penfriend.組織學生聽錄音跟讀該段。(2) –what does liu tao need to write a letter?放錄音第二段，答案：he need some writing paper, an envelope and some stamps.組織學生聽錄音跟讀該段。（3）組織學生自學該段，完成文后的表格。 提問：where does peter live? does he have any brothers or sisters? what are his hobbies? 組織學生聽錄音跟讀該段。3.聽錄音跟讀課文。4.分角色朗讀課文。
c consolidationf.think and write1、組織學生閱讀f部分有關peter的資料，加深對他的了解。2.介紹書信外的另一種通訊方式——e-mail.3.讓學生觀察書中e-mail 的格式，找出與書信的不同之處，體會新通訊方式的好處。4.獨立完成練習，并組織校對。六 板書設計: penfriend wantedname: peter whiteage: 12city:_______________family:mun, dad,_____and ____.hobbies:______________________unit 7 a letter to a penfriend七 作業設計:一. 根據中文提示翻譯句子，每格一詞。1. 我的愛好是集郵和制作模型飛機。my ____ are collecting ____ and ____model _____.2. 我想成為一個醫生。i want to _____ a ____.3. 你想給誰寫信？_____do you _____ to write _____?二.仿照d的表格準備一張征集筆友的個人資料卡八 教學反思 本課從談論自己的筆友入手到著手給筆友回信入手，把“自我介紹”、“詢問他人情況”、“征求意見”等日常交際用語、詞匯和句型有機結合起來，教學中根據前面兩節課的滲透讓學生自然的說出寫信需要說得相關內容，這樣學生在自然而然中逐漸認識了本課文章。
unit 7 a letter to a penfriend (第四教時)
一 教學內容：1.了解字母組合ur在單詞中的讀音。2.完成d.listen and write。二 教學目標：1.了解字母組合ur在單詞中的讀音。2.完成d.listen and write。三 教學重點和難點：完成d.listen and write四 課前準備：錄音機五 教學過程教學環節教師活動學生活動
a revision組織學生根據自制的個人資料卡進行簡單的自我介紹：my name is …i’m … years old. i live in …. there are … people in my family. they are …. my telephone number is …. ….
b presentationd. listen and write1.介紹對話背景，呈現詞組：fill in the forms2.指導學生聽錄音的技巧：（1）放錄音，整體感知聽力內容。（2）針對所要完成的表格，指導學生有目的地聽對話，并填寫。（3）邊聽錄音邊校對答案。3.根據填好的表格組織學生即興介紹helen brown.
c phonetic symbolsg. listen and repeat1.組織學生聽錄音跟讀單詞和句子。2.讓學生在讀中體會ur 字母組合的發音。3.讓學生找到其他符合這種情況的單詞：六 板書設計: x kb1.c omunit 7 a letter to a penfriendfill in the form ur / / ir, er七 作業設計:判斷下列單詞的劃線部分讀音是否相同。1. hurt nurse ( ) 2.bird thirty ( )3. turn term ( ) 4. doctor teacher ( )5. her sister( ) 6. father mother ( )copy some sentences.review and make a dialogue.八 教學反思 真實的語境由于與日常生活息息相關，所以學生對所學句型能夠記得更牢，本課的聽力練習相信學生在前面句型熟練的基礎上，能夠起到事半功倍的效果，教師在完成的基礎上，可以讓學生來進行自我介紹，向別人介紹，更好的對自身，對別人有更好的了解，讓班級的學生們在互相了解中更好的相處。
unit 7 a letter to a penfriend (第五教時)
一 教學內容：完成補充習題冊上本單元相關練習。
unit 7 a letter to a penfriend (第六教時)
一 教學內容：完成拓展練習冊上本單元相關練習。
6B Unit 篇12
單元課題
unit 7 a letter to a penfriend
教材與學情分析
書信是促進人們相互了解、相互溝通的重要形式。本單元圍繞“寫信”這一主題，從談論自己的筆友入手到著手給筆友回信，把有關“自我介紹”、“詢問他人情況”、“征求意見”等日常交際用語、詞匯和句型有機地結合起來，并運用于對話和課文之中。本單元既呈現了十分豐富的語言材料，又展示了“與外籍朋友通信”的多種形式和具體操作的過程。教師在教學中可根據學生的興趣和需要開展豐富多彩的活動。在教學過程中，應利用多種資源，努力為學生們創造與外籍朋友通信的條件，引導學生運用所學語言參與實際交流，以培養他們的綜合語言運用能力。
單元教學目標
1、 聽讀、辨認元音字母組合ur在單詞中的讀音。
2、 能聽懂、會說、會說和會拼寫單詞 penfriend, also, glue, write a letter
3、 能聽懂、會說和會讀單詞和詞組a postcard, finish, receive, subject, writing paper, an envelope, an e-mail address, a fax number,
4、 能聽懂、會說、會說和會寫句型i want…. i want to do….
5、 能聽懂、會說、會讀日常交際用語和句型what for? i hope so. can i have…? what should i do?
6、 會誦讀歌謠：i want to write a letter
單元教學重點
1、 能聽懂、會說、會說和會拼寫單詞 penfriend, also, glue, write a letter
2、 能聽懂、會說、會說和會寫句型i want…. i want to do….
單元教學難點
1、 能聽懂、會說、會說和會拼寫單詞 penfriend, also, glue, write a letter
2、 能聽懂、會說、會說和會寫句型i want…. i want to do….
計劃教時
六教時
課 題
unit 7 a letter to a penfriend
教學內容
b. look, read and learn
教學目標
1、聽懂、會說、會讀、會拼寫單詞 glue.
2、聽懂會說會讀單詞和詞組envelope, postcard, fax machine, telephone number
教學重點
熟練掌握b部分詞匯。
教學難點
熟練掌握b部分詞匯。
教具準備
教具準備：信紙、信封、明信片、膠水的實物；b部分教學掛圖
課時安排
第1課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
organization.
1. greeting.
2.free talk. ( 以 unit 6 句型， 會話內容為主題)
sing : will you join me ?(可舉辦歌唱比賽)
presentation and practice.
本部分重點介紹了幾種常見的通信設備及相關的詞匯。
1、e-mail 在5b就已學過，在此只需稍加復習。
2、telephone number.
t: my telephone number is ..... what's your telephone number?
以此檢查學生理解程度，telephone number雖未出現過，但兩個單詞學生都理解，所以個詞并不難。
3、教師出示圖片，請學生聽錄音，找出學得最快的學生，以此培養學生自學能力。
1writing paper ,envelope, post card, glue
這四個詞均可由實物直接引出，因為教師已布置學生提前預習，所以可請英語發音較好的
學生上臺當小老師教其他同學 。重點操練glue拼寫。
2聽錄音，模仿跟讀。
3小組合作，4人為一組，分別讀b部分詞匯，請其他成員查找錯誤并糾正。
consolidation .
教師可設計一些游戲幫助學生鞏固b部分。
1、a good memory:
2、listen and point:
3、a guessing game:
可將本部分詞匯設計為謎語，如下：liu tao's mother is now in guangzhou.liu tao is
in nanjing. he wants to speak to his mother. i can help them. what am i?
1將教學掛圖的每一物品標號，一學生說序號，請另一學生不看，而只憑記憶說出其相應單詞。
2此游戲可請掌握較慢的學生參加，一學生說英文，請兩位學生比賽看哪一位指得最快。游戲
雖然簡單,但也可以讓他們感到學習英語的樂趣。
s: you're a ...
教師可布置學生課后自編謎語，下一節課同學交流。
assigning homework.
1、 聽錄音，熟讀b部分詞匯。
2、 根據b部分詞匯，自編謎語。
3、 預習c部分句型。
板書
unit 7 a letter to a penfriend
b. look, read and learn
envelope, postcard, fax machine, telephone number
課 題
unit 7 a letter to a penfriend
教學內容
c. look and say
教學目標
1、 復習b部分詞匯。
2、 聽懂、會說、會讀、會寫句型：can i have...? what for ? i want to ... sure. here you are.
教學重點
在真實情景中自然操練c部分句型。
教學難點
在真實情景中自然操練c部分句型。
教具準備
1、 教具準備：b、c部分教學掛圖；c部分句型卡片
課時安排
第2課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
a. greeting.
b. revision.
出示b部分掛圖，開始讀單詞，看哪一組火車可以不斷，即為獲勝組。
請學生拿出前一課布置準備的謎語，念給同學們猜。
c.presentation and practice.
1、 教師出示準備好的c部分句型卡片，因沒有生詞，
2、 教師可與學生作示范：
t：can i have a postcard ?
t: i want to write to tom .
3、教師可將全班學生分為a、b兩個大組，每組分別擔任不同的角色，如a組擔任班
級的“材料保管員”，b組負責完成教師布置的任務。教師可設計“writing to teacher",
"drawing a picture", "making a kite"等任務，b組學生在完成以上任務時首先向
學生自由朗讀。
s: what for?
s: sure. here you are
a組
領取材料，在此過程中，a、b兩組學生必然要用can i have....? what for ?i want to
.... sure. here you are.等句子進行交流，在完成各自任務的過程中自然運用語言。
回到課本中，請學生2人一組，操練c部分圖片。
d.consolidation.
1、本部分均為四會內容，其中要向學生特別強調i want to +動詞原形。
2、同桌合作，可用身邊所有的學習用品來操練本部分句型。
e.assigning homework.
1、 看c部分圖片，寫句子。
2、 自由擴充操練c部分句型。
3、 預習a部分對話。
板書
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
can i have...? what for ? i want to ... sure. here you are.
課 題
unit 7 a letter to a penfriend
教學內容
a. listen read and say
教學目標
1. 聽懂、會說、會讀并會拼寫單詞penfriend, also
2. 聽懂、會說、會讀詞匯subject, e-mail address
3. 聽懂、會說、會讀日常交際用語i hope so. what should i do?
4. 正確理解、掌握對話內容，并能朗讀、表演對話。
5. 運用本課所學知識，鼓勵學生大膽用英文與國外友人溝通
教學重點
1. 正確理解、掌握對話內容，并能朗讀、表演對話。
2. 運用本課所學知識，鼓勵學生大膽用英文與國外友人交流。
教學難點
1. 正確理解、掌握對話內容，并能朗讀、表演對話。
2. 運用本課所學知識，鼓勵學生大膽用英文與國外友人交流。
教具準備
1. 教具準備：一封信，a部分教學掛圖，對話第二部分打亂順序的句子卡片。
課時安排
第3課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
a. greeting.
b. revision.
1. 學生間自由操練c部分句型。教師可與一學生問答引出，再由學生進行。
2. 兩位學生合作，教師現場說一物品，如writing paper，請學生快速按照c部分句型編對話，注意所說動作要與所給物品相配。
c. presentation and practice.
本部分對話內容較長，如果一課時完成，學生會感覺很吃力，所以可將此對話分為三部分進行教學：
第一部分為引言部分，交代對話的背景；第二部分為liu tao向媽媽要一些寫信的材料，準備給寫信；第三部分為liu tao向媽媽介紹peter的主要情況，并和媽媽討論回信的內容。
本教時安排如下：本部分生詞及對話第一、二部分。
1教師出示penfriend, also, subject, e-mail address這四個詞匯，因為課前已布置學生預習，可請學生當小老師上臺教讀，并講解中文意思。
2. 教師出示自己收到的一封信，告訴學生：look! here's a letter from my penfriend. 并出示教學掛圖，告訴學生： liu tao also wants a penfriend. 以談話式的教學引入課題。
3.教師讓學生聽引言部分錄音。聽完錄音后，請學生回答問題，引導學生進入對話情景。
question 1.who did liu tao read about yesterday afternoon?
2.what did peter want in china?
3. what would liu tao like to do?
因為對話第二部分是c部分已學過的句型，所以教師可采用鞏固方式引出新內容。教師課前將此部分的句子打亂順序寫在卡片上，現將卡片貼于黑板上，請學生4人為一組，共同討論，看哪一組學生可以最先排列好順序，并請該組成員每人教讀一句。如：
( )thank you.
( )i want to write a letter.
( )sure. here you are.
( )what for, dear?
( )mum, can i have some writing paper, an envelope and some stamps, please
d. consolidation.
1. 聽錄音，跟讀對話部分。
2. 請語音教好的學生讀其中一句，其他學生快速讀出下一句。
e. assigning homework.
1. 聽錄音，熟讀已學過的對話。
2. 預習未學部分。
3. 根據對話的第二部分，請學生自編問題，下一節課同學間交流。
板書
unit 7 a letter to a penfriend
a. listen, read and say
envelope, postcard, fax machine, telephone number
課 題
unit 7 a letter to a penfriend
教學內容
a. listen read and say（第三部分）
教學目標
1. 聽懂、會說、會讀并會拼寫單詞penfriend, also
2. 聽懂、會說、會讀詞匯subject, e-mail address
3. 聽懂、會說、會讀日常交際用語i hope so. what should i do?
4. 正確理解、掌握對話內容，并能朗讀、表演對話。
5. 運用本課所學知識，鼓勵學生大膽用英文與國外友人溝通。
教學重點
1.正確理解、掌握對話內容，并能朗讀、表演對話。
2.運用本課所學知識，鼓勵學生大膽用英文與國外友人溝通。
教學難點
1.正確理解、掌握對話內容，并能朗讀、表演對話。
2.運用本課所學知識，鼓勵學生大膽用英文與國外友人溝通。
教具準備
1. 教具準備：a部分教學掛圖，寫好問題的卡片，自錄 peter自我介紹的錄音帶。
課時安排
第4課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
a. greeting
b. revision
上節課已布置學生準備問題，教師可事先檢查，找出較好的問題，請該學生提問。問題大致如下： question 1:does liu tao want to have a postcard?
2.what does liu tao want to have?
3.what does liu tao want to do?
1. 根據英語掌握程度，分層次請學生朗讀、背誦、表演已學的對話。
c. presentation and practice.
本節課教學內容為對話的第三部分，liu tao與媽媽談論他的新筆友peter以及如何給peter回信，是本篇對話的重要內容。
1. 教師在課前自錄一段 peter自我介紹的錄音，將peter的有關情況直觀、形象地展示給學生，讓學生們和對話中的liu tao一起了解peter，再幫助liu tao一同向媽媽介紹peter的情況，并和liu tao的媽媽一起建議liu tao如何回信。通過這些設計，將學生由對話情景的旁觀者變為參與者，讓學生置身于對話情景之中主動學習。錄音內容如下：
dear friend:
i'm peter. i'm from the uk. i want a penfriend in china.
please listen to my self-introduction.
i live in london. i have a brother and a sister. i like listening to music and making model planes.
waiting for your letter in reply.
with best wishes
peter
學生聽完兩遍錄音后，教師將準備好的問題卡片貼于黑板上，將全班學生分為四大組，每一組派出一名代表上臺選擇問題進行回答。問題如下：
question 1. who's peter?
2. where does he live?
3. does he have any brothers or sisters?
4.what are his hobbies?
3.“liu tao的媽媽建議如何回信”這一部分可讓學生直接打開書，4人為一組合作自學：一學生讀對話，
d. consolidation.
1. 聽錄音，跟讀本節課所學對話。
2. 活動——自我介紹。
為增強此項活動的趣味性，可以要求學生在寫自我介紹時不提到自己的名字；再將全班分為6-8組，把收上來的個人簡介打亂發給每個學生，讓學生通過閱讀猜出作者是誰。
e.assigning homework.
1. 聽錄音，熟讀并背誦、表演a部分對話。
2. 寫一篇自我介紹。
板書
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
subject, e-mail address
i hope so. what should i do?
課 題
unit 7 a letter to a penfriend
教學內容
d. listen and write/ e. read, think and write/ f. think and write
教學目標
1. 培養學生正確的聽力習慣，提高聽力水平。
2. 向學生介紹英文書信的書寫方法。
3. 鼓勵學生大膽用英文與國外友人溝通
教學重點
1. 培養學生正確的聽力習慣，提高聽力水平。
2. 向學生介紹英文書信的書寫方法。
教學難點
1. 培養學生正確的聽力習慣，提高聽力水平。
2. 向學生介紹英文書信的書寫方法。
教具準備
1. 教具準備：錄音帶，教學掛圖
課時安排
第5課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
a. greeting.
b. revision.
1. 請幾位學生上臺進行自我介紹。
2. 背誦、表演a部分對話。
c. presentation and practice.
1. listen and write
本部分為一段有關helen在筆友俱樂部征集筆友的對話，
2） 教師播放全文錄音，
3） 教師與學生共同討論練習答案，并分析錯誤原因，找到解決方法。
2. read , think and write
本部分展示了liu tao 寫給peter的信，要求學生在閱讀來信的基礎上幫助peter給liu tao回信，重點訓練學生的閱讀理解能力和寫作能力。
1） 教師先引導學生自己閱讀本課的語言材料，理解句子含義。讀本部分出現的生詞，教師可采取不同的處理方法：可在閱讀前講解，也可啟發學生通過上下文猜測。
3.think and write
本部分是peter給liu tao的回信，介紹了除書信以外的另一種通訊方法e-mail，或稱電子郵件。
要求學生通過聽錄音完成填表練習。1） 在學生聽錄音前，教師可先引導他們看練習的引言部分，讓他們了解對話主題，預測可能聽到的內容，做好心理準備。
鼓勵學生逐步養成整體接受語言材料的習慣；再指導學生在聽的過程中完成填表練習。 引導學生分組討論liu tao的來信和peter的回信，通過問答，如詢問“how old is liu tao? where does he live? does he have any brothers or sisters?”等深入淺出的問題讓學生理解信中的內容。
讓學生觀察并自己總結信件的格式，寫法，包括地址、日期、起首語、結尾問候語的處理方法。
1） 通過問答如who's peter? where does he live? 等，讓學生記起a部分關于的一些資料。
2） 讓學生仔細閱讀f部分有關的資料，讓學生加深對peter的了解。
3） 讓學生觀察書中e-mail的格式，鼓勵他們說出與書信的不同之處。
4） 鼓勵學生完成練習，或請學生2人一組完成填空練習。
d. assigning homework
1. 將d部分錄音內容重新認真地聽一遍。
2. 模仿e部分，用英語給同學或老師寫一封信。
板書
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
課 題
unit 7 a letter to a penfriend
教學內容
g. listen and repeat/ h. say a rhyme
教學目標
1. 了解字母組合ur在單詞中的讀音。
2. 有表情地誦讀歌謠 i want to write a letter.
教學重點
1. 了解字母組合ur在單詞中的讀音，并能擴充舉例。
2. 正確理解歌謠含義，并能有表情地誦讀。
教學難點
1. 了解字母組合ur在單詞中的讀音，并能擴充舉例。
2. 正確理解歌謠含義，并能有表情地誦讀。
教具準備
1. 教具準備：教學掛圖，錄音帶
課時安排
第6課時
教 學 設 計
教學步驟
教師活動
學生活動
備 注
a. greeting.
b. revision.
教師可以根據d部分錄音資料，提問相關問題：
question 1. how old is helen?
2.does helen live in nanjing?
3.what's the name of helen's school?
4.what are helen's hobbies?
c. presentation and practice
1. listen and repeat.
本部分是語音訓練項目，教師可指導學生正確朗讀單詞及句子，并讓他們體會字母組合ur在單詞中的讀音。
1） 教師讓學生自己朗讀單詞，邊讀邊體會字母組合ur在單詞中的讀音。
2. say a rhyme.
1） 指導學生聽錄音跟讀單詞和句子。
2） 教師可引導學生朗讀，也可在學生中展開朗讀競賽，看誰讀得又快又準。
3） 教師也鼓勵學生自己歸納整理其它例詞，編寫成繞口令或句子練習朗讀。
1） 教師播放錄音，引導學生按節奏誦讀。
2） 誦讀時要求要求學生根據節奏或內容做動作，讓學生感受歌謠的韻律美，以幫助記憶。
3） 可鼓勵學生替換歌謠中的部分內容或自編歌謠誦讀。
e. doing exercises.
1.listen and number
聽錄音，根據所聽到內容的先后順序, 在相應圖中的方框內寫上序號。
教師讓學生先看圖，用英語說出節目名稱，再做此練習。2.listen, read and judge
聽錄音，讀句子，根據所聽內容判斷句意是否相同。教師讓學生先看句子，讀懂大意，聽錄音時注意進行方法指導。
3.look, read and do the crossword讀句子，根據句子中的圖片在方格內填寫單詞，使句意完整。教師讓學生通讀每一句話，猜測所缺單詞。
4.look and write看圖。根據上下文完成句子。
5.read and complete朗讀并完成句子。教師結合此項練習，對學生進行方法指導。
6.read and answer朗讀短文，根據短文內容回答問題。
finish the exercise
f. assigning homework
1. 教師將《練習冊》中的聽力練習在課堂中完成，筆試部分可有選擇地作為家庭作業。
2. 朗讀并抄寫本單元要求四會的單詞和句子。
3. 背誦并表演或自創對話。
4. 鼓勵學有余力的學生用英語與外籍朋友或其他學校的學生通信。
do the exercise and act out the dialogue
板書
unit 7 a letter to a penfriend
envelope, postcard, fax machine, telephone number
6B Unit 篇13
unit 2more exercise
一、 單詞
low低high高slow慢fast快late晚early早far遠well好/語氣詞bad糟糕的、壞的true正確的fish魚（goldfish金魚）exercise練習matter事件problem問題player運動員，演員worry擔心idea主意jog慢跑will將**traffic 交通
二、詞組：
1. be good at 擅長 2.do well in 擅長(do better in 更擅長)
3.do more exercise做更多的鍛煉 4.as strong as 和…一樣強壯
5.the other children 其他的孩子 6.want to do better 想做得更好
7.what’s the matter?怎么啦？ 8.well done 做得不錯、干得好
9.run faster than me 跑得比我快 10.run as fast as him 跑得和他一樣快
11.a good football player一個好的足球運動員 12.jump very high跳得很高
13.do other things better than your classmates做其他事情比你的同班同學好
14.jump higher than 跳得比…高 15.thats true.對的。
16.some of the boys 某些男孩 17.dont worry.別擔心。
18.get stronger變得更強壯 19.a good idea一個好主意
20.jog to school慢跑去學校 21.play ball games玩球類運動
22.read better than all of us 讀得比我們所有人好
23.want to do=would like to do想要做...
24.read the new words for the class為全班同學讀生詞
25.get up earlier 更早的起床 26.every day 每天
27. after school 放學后 28.start our lesson 開始上課
29.all the other children 所有其他的孩子
三、副詞比較級（用于行為動詞后面）：
直接加er/r：low-_______slow-_______high-________ fast-______late-_____
去y改i加er：early-earlier
不規則變化：far-farther, well(good)-better , much/many-more bad-worse
四、句型：
i get up early than you.我起床比你起得早。
ben runs faster than jim.本跑得比吉姆快。
do the boys jump higher than the girls? yes, they do.男生們跳得比女生們高嗎？ 是的。
does jim swim slower than david? 吉姆游得比大衛慢嗎？
no, he doesn’t. david swims slower than jim.不，大衛游得比吉姆慢。
i’m good at chinese.=i do well in chinese.我擅長語文。
（i am not good at chinese.=i don’t do well in chinese.）
jim is good at english. =jim does well in english.吉姆擅長英語。
(jim isn’t good at english.=jim doesn’t do well in chinese.)
jim is not as strong as the other boys. 吉姆不如其他男生強壯。
mike runs as fast as ben.邁克跑得和本一樣快。
i think you do other things better than your classmates.
我認為你做其他事情比你同班同學好。
the traffic was heavier than yesterday.交通比昨天擁擠。
6B Unit 篇14
unit 1who is younger?
一、 單詞:
than比 chat聊天 young年輕的 old年老的 strong 強壯的 fat胖的
thin 瘦的 heavy 重的 light輕的 short短的、矮的 long 長的 tall高的 small小的 big大的 sit(sat)坐 meet(met)遇見、見面 twin (雙胞胎)之一 as作為 minute分鐘 only惟一的、僅有的 child孩子(children孩子們) little小的 cute伶俐的、可愛的 also也 centimeter 厘米
height身高 weight體重 worm蠕蟲
二、 詞組:
1.onsundaymorning 在星期天早晨 2.goforawalk 去散步
3. look the same 看起來一樣 4. one day某一天
5.as tall as 與…..一樣高 as fat as 與…..一樣胖as long as 與….一樣長
6. shorter than 比….矮bigger than比 大heavier than比 重
7. twenty minutes younger小二十分鐘 8.one year older大一歲
9.sit down under a big tree 坐在大樹下 10.be glad to do 非常高興做某事
11.see them/him/you看見他們/他/你 12.look different看起來不同
13.a twin sister 雙胞胎姐妹 14.my classmate/deskmate我的同班同學/同桌
15.how old 多大 16.the only child 僅有的一個孩子 17.a cute little dog一只可愛的小狗 18.get a brother 得了個弟弟
19.a tall boy 一個高個子的男孩 20.a young teacher 一位年輕的教師21.some heavy boxes 一些重的盒子 22.whose classroom 誰的教室
23.your old friend(s)你的老朋友 24.a heavy schoolbag 一只重的書包
25.a strong goalkeeper 一個強壯的守門員26.brothers and sisters兄弟姐妹
27.the girl in red 穿紅衣服的女孩 28.yours or mine 你的還是我的
29.look young 看起來年輕 30.have a chat 聊天、閑談
31.asksome questions問一些問題
三、 形容詞比較級:
a.直接加er/r
tall---________light----________young--_________old---________strong--___ small--_________late---_________long---_________short--________
b.雙寫加er big-------_________ fat-----_________ thin---________
c.去y改i加er heavy---_________
四、 句型:
1、whos younger than him ? 誰比他年輕？
my brother is younger than him . 我弟弟比他年輕。
2、are you as tall as tom ? 你和湯姆一樣高嗎？
3、do you have any brothers or sisters?yes,i do .
no,i don't. i have a brother./i have a sister.
4、whose schoolbag is heavier,yours or mine ?
mine is./my schoolbag is heavier than yours .
6B Unit 篇15
unit 8 at the weekends e f部分教學設計
一、 教學目標：
1, 能聽懂、會說、會讀carry, special, glow, primal school,other
2, 能聽懂、會說、會讀e:read the passage.
3, 能簡單描述有關昆蟲的特點，并能根據其特點進行猜謎游戲
4、培養學生對昆蟲的興趣，從小樹立保護大自然的意志
二、 教學重、難點
1, 能聽懂、會說、會讀carry, special, glow, primal school,other
2, 能簡單描述有關昆蟲的特點，并能根據其特點進行猜謎游戲
3、培養學生對昆蟲的興趣，從小樹立保護大自然的意志
三、教學具準備：課件、錄音機
四、教學過程：
一、 introduction
hello , boys and girls, i’m new here.you can call me miss yin. today i’ll have an english lesson with you. i hope we can learn a lot from each other, and we can have a good time.
二、name card
name: yinlidan
english name: amy
favourite colour: black
favourite fruit: apple
hobbies: singing and studying insects……
二、 free talk:
1、 what school are you in ? （teach : primary school）
2、 how do you spend your weekend?
3、 what’s your hobby?
4、 do you like singing?
三、 sing a song
“do you have any hobbies?”
四、 presentation
insects are our good friend. miss yin likes insects very much. so if i’m free, i will watch them and study them. do you like insects? today i’ll introduce them to you . i hope you can know more about them and love them.
1、learn “ant” “an ant”(看一段螞蟻在自然界的錄象)
describe: ant are small, but they can carry big things , yes or no?
2、describe other insects(師生互動，邊復習邊談論昆蟲的特點)
firefly, butterfly, dragonfly，bee, grasshopper
teach “carry” “special” “glow”
3、introduce other insects : cicada, ladybird
teach “other”
4、chant
5、talk about the insects:
a: what insects do you like ?
b: i like… they can/like…
6、guessing game
五、 consolidation
1、 my friend jim likes insects too. let’s know something about him.
2、 listen to the tape and do “true and false”
3、 say something about the insects.
六、 拓展
introduce a scientist who study insects.(法布爾)
七、 homework
1. talk about your favourite insect.
2. read the new words and passage.
3. try to write a short passage about your favourite animal.
6B Unit 篇16
unit 1
第一課時一 、教學內容unit 1 a: read and say.
二 、教學目標 1、 理解，掌握對話內容，用正確的語音語調朗讀對話，初步表演對話。
2、 正確運用日常交際用語welcome to our school. who’s that boy? i’m new here.
3、 能正確的聽、說、讀 單詞 boy, woman, teacher, student, nurse
三、 教學重點 能正確理解對話內容，朗讀對話，初步表演對話
四、 教學難點 流暢地朗讀對話， 并能在理解對話內容的基礎上表演對話
五、 課前準備 1、 人物圖片 mike ( student ), miss li( teacher ) miss king ( nurse)
gao shan (student )
人物頭飾 ben
2、 單詞卡片 student, teacher, woman, teacher ,boy
六、 教學過程（一） free talk
1、 hello, nice to meet you.
2 、how are you ? / how are you this morning?
3 、are you happy today?
4 、welcome back to school.
5、 good morning. glad to meet you. welcome back to school.
（二） presentation and practice: ask and answer
1、good morning, boys and girls . glad to meet you . welcome back to school. 出示 welcome back to school. 理解并領讀。
2、i have many pictures here .i like them very much. do you like them?
出示所有的圖片
3、根據出示的照片復習單詞 boy , girl，man, woman
4、do you know these boys and girls? (出示mike , gao shan, nancy
david, helen 的照片） ：
(1) who’s this boy? (who’s that boy?)
he’s _______. he’s a student. (學習新單詞student )
(2) who’s this girl? (who’s that girl?)
she’s _________. she’s a student.
5、do you know these men and women?( 出示 miss li, miss gao
miss king , mr green, mrs green 的照片）
(1)who’s this man? ( who’s that man?)
he’s _________. he’s a teacher.(學習新單詞teacher)
(2) who’s this woman?(who’s that woman)
she’s __________. she’s a nurse. （學習新單詞nurse?）
（三） play a game (通過游戲復習并學習新的日常交際用語)
1、閉上眼睛猜一猜：
(1) a: who’s that ______?
b: he’s(she’s) ________.
a: he’s (she’s) a _________.
b: you’re right. ( you’re wrong)
(2) a: excuse me. are you _______?
b:: no, i’m not.
a: are you _________?
b: yes , i am.
2、讓一學生戴上ben 的頭飾讓另一學生猜
t: who’s this boy?
s: he’s ________.
t: no, you’re wrong.
s: are you ________?
b: no, i’m not.
s: are you _________?
b: no, i’m ben.
（四） work in pairs
1、 ben與老師對話:
a: hello, i’m ben. i’m new here.
b: hello, i’m miss li. nice to meet you.
welcome to our school.
學習： i’m new here.
welcome to our school.
2、 學生與ben 對話
（五） 朗讀課文
1、 聽錄音，跟讀。
2、分段分角色朗讀。
（六） act the dialogue
創設情境老師與學生的對話，然后學生與學生對話，model:
a: hello, i’m ben. i’m new here.
b: hello, i’m __________. nice to meet you. welcome to our school.
a: thank you. who’s that woman?
b: she’s miss ______. she’s our english teacher.
a: who’s that boy?
b: he’s _________ . he’s a student. (he’s my classmate.)
a: oh, time to go to class. let’s go to the classroom.
b: ok. let’s go.
1、 老師與學生示范
2 、同桌準備
3、 同桌表演
（七）homework
1、 聽錄音朗讀對話。
2、 根據課文內容自編小對話，下節課表演。
3、 聽錄音，欣賞歌曲 who’s that girl?
第二課時一 教學內容unit1 b: look , read and learn;
c: ask and answer.
二、 教學目標1、 能正確地聽、說、讀、寫詞匯 a student, a teacher, a doctor , a nurse, a boy
a girl, a man, a woman, new
2、 能聽、說、讀、寫句型who’s that_______? he’s / she’s _______. he’s/she’s a__.
三、 教學重點詞匯和句型的聽、說、讀、寫。
四、教學難點能正確地聽、說、讀、寫詞匯
五、 課前準備1、 人物教學圖片及單詞卡片：a student, a teacher, a doctor, a nurse, a boy. a girl,
a man, a woman
2 錄音機和磁帶
六、 教學過程（一 ）sing a song ：who’s that girl?
（二 ）review
1、 同桌到講臺表演準備好的對話
2、 同桌看圖ask and answer: who’s that ______? he’s/she’s____?
（ 三）presentation and practice
1、教單詞boy, girl, man, woman的拼讀
(1) 在同桌ask and answer 時，老師把 boy, girl, man , woman 四幅圖貼在黑板上，然后把這四個單詞卡片打亂貼在黑板上，通過play a game 學習以上四個單詞的拼寫。請學生上講臺：
師問：who’s this boy?
生答： he’s _________. he’s a ________.
師問：can you spell boy?
學生找出單詞卡片正確拼讀 : yes, b-o-y, boy. 老師給正確的學生一紅花。
(2) 用同樣的方法教girl, man, woman 的拼讀
2、教單詞 doctor 和student, teacher, doctor, nurse的拼讀
(1) 出示doctor，teacher, student, nurse 圖片，讓學生找出老師所說單詞的圖。
老師首先報：doctor. 這個單詞沒學過，學生通過排除的方法找出醫生。
老師拿著圖領讀 doctor, 抽讀。
（2）出示單詞卡片：doctor, teacher, nurse, student,讓學生把卡片貼在相應的圖下面，并拼讀單詞，正確的給一紅花。
（四 ）play a game （鞏固所學單詞）
游戲1：what’s missing?
把八張單詞卡片貼在黑板上，靜聽老師說出其中七個單詞，然后老師問：
what’s missing? 學生立即說出沒報的單詞。同樣的方法復習每個單詞。
游戲2：follow me.（單詞卡片貼在黑板上）
全班分兩大組，1、一組的一位同學報單詞nurse, 另一組的一同學立即拼讀：n-u-r-s-e, nurse.
2、一組的一位同學拼讀b-o-y，另一組的一同學立即讀出單詞：boy.
回答正確得分，否則另一組得分。最后看誰的分數高。
（五）指導抄寫新單詞和句型
（六）homework
朗讀拼讀單詞,準備默寫單詞、句型。
第三課時一、 教學內容unit 1 d: look and say. g: fun house.二、 教學目標1、聽、說、讀、寫句型 are you ________? yes, i am. / no, i’m not.
2、正確的語音語調朗讀對話，在熟讀的基礎上分角色朗讀。
三、 教學重點1、 句型的聽、說、讀、寫。
2、朗讀對話。
四、 教學難點 句型的默寫
五 、課前準備1、人物職業圖
六、 教學過程（一）free talk
1、 how are you this morning?
2 、nice to meet you.
3 、who are you?
4 、who’s that boy (girl)?
5 、are you a student?
6、 are you a new student?
（二）review
1 、play a game (1)
用準備好的八幅讓學生猜：
a: what picture is this?
b: a teacher.
a: yes, you’re right.
can you spell it?
b: yes, t-e-a-c-h-e-r, teacher,
a: are you a teacher?
b: no, i’m not. i’m a student.
2 、play a game (2)
把人物職業圖分給一同學（不讓其他學生看見，把圖藏在身后），代替圖的人物。
請一同學上臺對話：(若學生不會，老師可先示范)
a: excuse me, are you a teacher?
b: no, i’m not.
a: are you a nurse?
b: yes, i am. ( yes, you’re right. i’m a nurse.)
3 、look and say
看圖對話， 圖見教材，內容略。讓學生先同桌準備，然后同桌看圖對話。
(三) fun house : look and read
1、 看圖理解課文
2、 聽錄音，跟讀對話。
3、 自讀對話。
4、 分角色讀課文。
(四) exercises
1、聽寫單詞：boy, girl, man, woman, teacher, doctor ,nurse, student, new
2、抄寫句型： who’s that boy? he’s mike. he’s a student.
who’s this woman? she’s miss li. she’s a teacher.
are you a doctor? yes, i am.
are you a nurse? no, i’m not.
（五）homework
1、預習 e：read and act
2 、復習抄寫的句型，準備默寫。
第四課時
一、 教學內容unit 1 e: read and act ;
f: listen and repeat.
二 、教學目標1 、復習句型：who’s that ______? he’s (she’s) _________. he’s (she’s) a _____.
are you a _______? yes, i am. / no, i’m not.
2、能正確運用對話中的日常交際用語：come down. don’t climb trees again.
3、用正確的語音語調朗讀對話，在熟讀的基礎上表演對話。
三 、教學重點
1、句型的聽、說、讀、寫。
2、用正確的語音語調朗讀對話，表演對話。
四 、教學難點 句型的書寫，默寫。
五、 教學過程（一）sing a song: who’s that girl?
(二) free talk:
1、 how are you today?
2、 nice to meet you.
3 、welcome to my home.
4 、excuse me, are you mike?
5 、are you a student?
6 、are you a new student?
7、are you a teacher?
8、 is miss li a teacher?
9、 is your mother a nurse?
10 、is your father a doctor?
(三) look at the picture, answer these questions:
出示圖：
1、 who’s this girl?
2 、is she a student?
3、 who’s that man?
4、 is he a doctor?
5 、who’s this boy in the park?
6 、who’s this woman in the classroom?
7 、is she your english teacher?
8 、who’s the man over there?
(四) listen and repeat
1、出示圖及 walkman, woman, zebra, zoo 四個單詞,學生聽錄音,跟讀這四個單詞,體會w, z 的發音.
2、出示:watch, window, 以便學生更好的體會w 的發音
(五)read and act
1、出示書上的圖，聽錄音數遍，回答問提：
1）who’s the boy in the tree?
2）please say something to liu tao.
第一題學生很快會作答。
第二題若有學生說出 come down, liu tao. 給一朵紅花。然后邊做手勢邊教讀，讓學生理解句意。同樣的方法教don’t climb trees again.(可讓學生先預習)
2、聽錄音，讀對話。
3、自讀，齊讀，分角色讀。
4、表演對話。
(六)play a game.
全班分兩大組，老師把單詞卡片
1 are, you, a, new, teacher, student, doctor, nurse,
yes, no., i ,am, not
2 who’s, that, this, boy, girl, man, woman, he’s. she’s
mike, helen, mr green, miss gao
分別發給分好的兩組同學手中，老師口報句子：
are you a new doctor? no, i am not?
手持含句子中單詞的學生上臺按順序站好,本組同學齊聲朗讀這句話.
那么這組獲一紅五星.以此交替進行,五星多的小組獲勝.
(七)exercises
1連詞成句
(1) the, over, who’s, man, there, mr, wang. he’s
(2) you, a , are , nurse, new, yes, am, i
(3) to, welcome , school, our
2默寫句子
(1) who’s that boy? he’s mike. he’s a student.
(2) are you s teacher? yes ,i am.
(八) homework
熟讀本單元課文.