很多時候教案都是我們進行教學工作的首要任務，教案在完成的過程中，大家需要注意文字表述規(guī)范，以下是范文社小編精心為您推薦的6年級上冊英語教案8篇，供大家參考。
6年級上冊英語教案篇1
教材分析
本課內容是以pep小學英語五年級上冊五年級上冊recycle1第一課時，重點
在于復習前三個單元所學語言知識,并要求能到實際的語言交際中去。
學情分析
（我們開設英語課比較遲，所以，現(xiàn)在的六年級學生學的是五年級的課本，主要是為了明年升七年級考試。）六年級的學生較活躍，具備一定的運用英語語言的能力，我在新單元的教授過程中可以利用前面所學的知識，創(chuàng)設一定的語言交流的環(huán)境，鼓勵學生自然的交流。同時，由于個體的差異，學生的分化已經形成并開始逐漸拉大，導致英語興趣濃的學生越學越有勁頭，而部分接受能力差的學生越學越沒勁。在課堂教學時，教師應面向全體學生，兼顧兩頭，逐步提高學困生的學習興趣，鼓勵學優(yōu)生和學困生互助合作共同進步。
教學目標
1.知識目標：
(1). 復習1---3單元的語言和詞匯，要求學生做到能聽、會認，并在實際情景中準確表達。
(2). 復習1---3單元let’s learn 中的四會單詞和read and write中的四會句子，要求學生能熟練地聽、說、讀、寫。
(3).能聽懂listen and circle的錄音，并回答問題，會唱let’s chant的歌謠，能理解其含義。
2.能力目標
(1)能夠把前三個單元所學語言知識融會貫通，運用到實際的語言交際中去。
(2)能夠通過溫習舊知識開拓思維，自覺學習并運用融合和擴展后的新世界語言知識。
3．情感目標
隨著學生內容的擴展，教師要有意識、有計劃地培養(yǎng)學生閱讀理解和說話
寫話的能力，增強學生的自信心，幫助學生克服學習中的畏難情緒。
教學重點和難點
(1)重、難點：復習1---3單元會話，并在情景中運用；能聽懂listen and circle的錄音，并回答問題，會唱let’s chant的歌謠，能理解其含義。
(2)難點：在實際的情景熟練運用這些句子。
6年級上冊英語教案篇2
教學目標：
1 能用英語進行簡單的打招呼及用this is……向別人介紹身邊的人。
2 通過創(chuàng)設實際情景，讓學生能在相應的情景中準確運用以上句型。
3 培養(yǎng)學生正確 、自然的模仿語音、語調的能力。
教學重點：this is ……句型的學習。
教學難點：
1、this is ……的得體運用。
2、this is …… 句型字母 i 及th的發(fā)音不容易到位。
教具準備：
1、本課 letsquo;s talk/ 部分的教學課件。
2、本課時教學配套的錄音帶，以及歌曲 “hello”“good morning”的錄音帶。
3、mr. jones， miss white， miss green 的頭飾。
4、小星星的貼貼。
教學過程：
step1 熱身、復習 (warm-up/revision)
(1)播放歌曲good morning，讓學生跟唱，集中學生注意力，調動學生學習興趣。
(2)游戲 do a game. “simon says “ 指令是第一單元b.letsquo;s do的內容。
(3)師生同唱歌曲 “hello”。教師可以邊唱邊用手勢示意學生，將歌曲中的人名改為同班同學的名字。
(4)教師用頭飾介紹人物。例如：教師舉起miss white的頭飾說：this is miss white然后戴上miss white的頭飾說 ： good morning， boys and girls. isquo;m miss white
(5)請三個學生扮演 mr. jones， miss white， miss green ，用唱歌的形式互相問候。 “hello”
step2 呈現(xiàn)新課 (presentation)
(1)師生觀看教學課件。課件內容為letsquo;s talk/a 的內容。教 師利用與教材內容相同的教學課件，使學生一目了然，既了解了句型的含義，又了解句型運用的情景。
(2)再次觀看課件，教師提問： t： what are they doing?
(3)教師演示 letsquo;s talk/a 的內容，使學生進一步理解對話。方法為：教師戴上miss white 的頭飾，左手舉起mr. jones的頭飾，右手舉起miss green 的頭時，用不同聲調引出對話內容。在此次演示活動中，教師強調this is……。
(4)教師提問：miss white 是如何介紹miss green 給mr. jones的?miss green 和mr. jo nes是怎樣用英語打招呼的。
(5)聽本課時 letsquo;s talk/a 教學配套的錄音帶，學生跟讀并模仿發(fā)音。教師注意帶讀不易掌握的讀音，如：this is……一句中的元音字 “i” 的讀音是[i] ，提示學生要讀得短促些。而this一詞中的th 在發(fā)音時，要讓舍尖頂住 上齒，教師可以夸大口型，讓學生了解發(fā)音方法。教師要適當糾正，切不可一味的糾正發(fā)音，打擊孩子學習的積極性。
(6)分組練習。每三個學生一組進行練習good morning ，this is ……，給表現(xiàn)好的小組獎勵小星星貼貼。
step 3畫一畫，說一說(draw and say )
( 1 )、讓學生在紙上畫出一個自己熟悉的人的頭飾。
( 2 )、向同桌用句型：this is……介紹自己所畫的人物。
( 3 )、分四個大組用句型：this is……介紹自己所畫的人物大組進行比賽，給予表現(xiàn)好的小組獎勵小星星。 step4擴展性活動(add-activities) 將趣味操練中的游戲擴展為“bing o”游戲。拿第一、二組的頭飾畫畫讓第三、四組的學生用句型this is ……辨認，由畫此頭飾的同學來說“bingo”或“no”，以小星星進行獎勵。
step5 課堂評價及作業(yè) (assessment and homework)
( 1 ) 教師小結本節(jié)課學生的表現(xiàn)(獲得小星星的數(shù)量)。
(2)教師讓學生根據(jù)自己本節(jié)課的獲獎情況，制定本單元獲獎目標。
(3)自己畫喜歡的頭飾， 并用句型t his is ……介紹，并把此句型抄寫下來。
6年級上冊英語教案篇3
lesson 13
teaching objectives:
1. master the comparative and superlatives of adverbs.
2. the comparative forms of long adjectives.
language focus:
fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to
properties: tape recorder, overhead projector, flash動畫
teaching procedures:
step 1 revision
revise be going to.
ask individual students to open the door, close the window and do other classroom duties. as they stand up to obey, ask what are you going to do? then ask the class what is he/she going to do?
step 2 presentation
showing the picture of a farm by the overhead projector.
ask what is this? what can you see on the farm? what kind of work is there on the farm?
let the students to talk about the farm.
生活在農村的學生，可以讓他們談談自己的農場情況，有多少種動物，農場的生活情況。
step 3 read and act
get the students to look at the picture on page 16 and describe it.
teach the new words about the animals on the farm.
play the tape for the students to listen and ask how many kinds of animals are there on the farm?
explain the language points:
have to, the plural form of sheep.
explain the comparative of long adjectives. give more examples, “my coat is beautiful. her coat is more beautiful than mine.”
play the tape again for the students to listen and repeat.
have them work in pairs to practise the dialogue. then ask some pairs to act it out in front of the class.
step 4 presentation
call three students to the front and say, “mary works hard. lisa works harder than mary. lucy works harder than lisa. lucy works hardest of the three.”
say another group of sentences and get the students to repeat, “l(fā)inda gets up early. kate gets up earlier than linda. green gets up earliest of all.”
step 5 read and learn
showing the students the picture of part 2. let them to describe the pictures with the comparative and superlatives of adverbs
play the tape for the students to listen and repeat and check their answer.
step 6 exercise
complete the sentences.
1. 我母親的工作是照看孩子們。
my ______ ______ is ______ ______ ______ ______.
2. 你在家得做些什么？
what ______ you ______ to ______ at ______?
3. 讓我?guī)椭阄闺u。
______ me ______ you ______ the chickens.
4. 吉姆在他們班上每天早晨到校最遲。
mike ______ ______ school ______ ______ in their class every morning.
answers:
1.mother’s job, to look after children 2.do, have, do, home 3.let, help, feed 4.gets to, the latest
step 7 homework
1. make a group of sentences to compare things.
2. finish off the workbook exercises.
the design of the blackboard
lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower
教案點評：
利用幻燈片打出農場的圖片，讓學生了解農場導入本課關于談論農場的對話的教學，通過圖片的描述教學副詞比較級。
lesson 14
1． 教學目標；
（1）使學生掌握本課重點詞組和單詞：agree with, in winter, in summer, hear doing, play with.
（2）使學生掌握形容詞和副詞的比較級和最高級的用法和句型
which do you like better, a or b? i like a better than b.
which do you like best, a, b or c? i like a best.
（3）使學生學會介紹和比較中美兩國農場的差別。
2．教具：recorder and pictures.
3．教學過程：
step 1 revision
（1）寫出下列單詞的形容詞和副詞的比較級和最高級形式：high ,bright, interesting, good, beautiful, delicious, fast.
（2）出示圖一：教師根據(jù)圖片進行提問：
what kind of sport is it?
which one is riding faster?
which one is riding the fastest?
出示圖片二：who is taller? who is the tallest in the three?
which one is running faster?
which one is running the fastest?
is the second sport man running quickly?
who is younger? who is the youngest?
which sports do you like better, the cycling or the running?
（3）復習第13課的對話，讓學生回答以下問題：
where do ji wei and jone live?
what kind of animals are on ji wei’s farm?
what kind of work does he do then?
step 2 leading - in
show students pictures of farms in china and america. they talk about the pictures first, then talk about the questions given in pre - reading in small groups. teacher calls one group to do it as a model.
step 3 presentation
part 1 pre –read
（1）show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. draw a tractor on the blackboard and teach the word “tractor”. ask them where people use that. help them to say “in the country” or “in the field” or “on the farm”. imitate the sound and teach the word “bleat”. use a picture to teach “l(fā)ake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, we can skate on the ice.”
（2）讓學生就書上的問題分組進行討論。教師可以進行巡視指導。
（3）教師檢查一組學生的討論結果。
part 2 read
（1）students read the article silently and answer questions
1. what’s the difference between ji wei’s farm and john’s farm?
2. which play does ji wei like better, the city or the country? why?
3. how about john?
4. who is cody? say sth about cody.
（3）學生閱讀課文并找出課文中的生詞和難點。教師進行講解。
agree with, hear sb doing sth …
（4）教師讓學生把這兩個農場進行比較.總結相同點和不同點.
chinese farm american farm
small, grow more rice than american big, grow more corn than chinese, have more tractors and machines, have more animals
step 4 practice
（1）教師講解句型：
which do you like better a or b? i like a better than b.
which do you like best a，b，or c ? i like a best 。
學生通過例子比較兩個句型的區(qū)別。一組句型是兩者這比較，另一組句型是三者這相比較。
教師可以出示一些實物如足球，籃球，排球等或紅白藍等顏色使用上句型進行敘述。
（2）write the topic “the city or the country” on the blackboard for the students to discuss in pairs. (they may read the dialogue in the book as a model) encourage students to use dictionaries to help them add new reasons. point out “l(fā)ots of” means “ a lot of, many.”
（3）教師出示媒體動畫，學生根據(jù)媒體動畫對畫面進敘述，教師先只讓學生看字幕和圖，要求學生自己配上旁白。也可以先讓學生看一遍內容然后再敘述。然后學生不再看字幕只看畫面進行敘述。
step 5 exercise
1. fill in the blanks.
i have a good friend who lives ① the farm.
he has many ② there, dogs, pigs, cows, etc. he uses a ③ to do the farm work , because it works faster and better. he don’t have to ④ the animals because they can find food themselves. he thinks the country is ⑤ (beautiful) than the city. he can hear the birds ⑥ and sheep ⑦ . and he often play ⑧ his dogs.
2. compare the two farms, and two boys.
ji wei’s parents grow ① and ② , john’s parents grow ③ and ④ . ji wei likes to sit and looks at the ⑤ and ⑥ . john likes to sit and listens to ⑦ . john’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.
answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with
2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating
step 6 homework
（1）要求學生完成教科書90頁第一題和第三題。
（2）把課文改編成一個對話
（3）to write out the article “the city or the country.”
the design of the blackboard
lesson 14li wei’s farm john’s farm
use a tractor use animals
like to sit and look at… go fishing…
教案點評：
通過談論運動圖片復習副詞比較等級的運用，展示圖片引入關于中美兩國農場的比較，讓學生總結其特點，最后讓學生談論他們對農村和城市的看法。
lesson 15
teaching objectives:
掌握形容詞與副詞的比較級與最高級句型的運用。
language focus:
help sb with sth like doing sth.
eating too much is bad for you
properties: overhead projector, recorder
teaching procedures:
step 1 revision
1. to talk about the country life.
2. revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.
step 2 compare
showing the students the pictures to compare. saying:
the car goes faster than the bike.
the train goes faster than the car.
the plane goes faster than the train.
so the plane goes fastest of all.
ask who works carefully in class? help the students to answer jim works carefully. ask who works more carefully than jim? help the students to answer kate works more carefully than jim. ask who works the most careful of all? help the students answer lucy works the most carefully of all.
write the model on the blackboard
the car runs faster than the bike.
the train runs faster than the car.
the plane runs the fastest of all
get some pairs to present their sentences.
step 3 practise
students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” then they talk about who can do the most work, use the dialogue in the book as a model.
give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.
step 4 read and complete
students do the exercise themselves and then check the answers
(the answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)
then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “l(fā)y” are “more + adverbs” and “most + adverbs”.
step 5 exercise in class
complete the sentences
1. 公共汽車和轎車，哪個開得快？轎車。
which goes__________ ______, the car or the bus? the car_______.
2. 所有人當中，我摘的玉米最多。
i can pick ________ ________ corns of ______.
3. 她喜歡住在鄉(xiāng)下。
she likes ______ ______ the country.
4. 邁克經常讀書到深夜。
mike often reads ______ ______ ______ ______.
5. 我認為住在城市比城鎮(zhèn)有趣得多。
i think ______ in the city is ______ ______ ______ than in the town.
6. 她經常幫她阿姨干農活。
she often ______ her aunt ______ the farm work.
answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do
step 6 homework
1. preview new lessons.
2. finish off the workbook exercises.
the design of the blackboard
lesson 15 more the quickest the earliest the car runs faster than the bike. the train runs faster than the car. the plane runs the fastest of all
教案點評：
本課主要是以學生練習為主，通過圖片展示讓學生進行比較等級的訓練。
lesson 16
teaching objectives:
掌握比較級的用法；
掌握元音/u: / /u//ue/的發(fā)音。
language focus:
/u: / u, oo /u/ u, oo, oul /ue/ ure, ua,
what are you going to do after you leave school?
properties: tape recorder, pictures
teaching procedures:
step 1 revision
revise the comparison of adverbs.
my mother usually gets up earlier than my father.
my father gets up earlier than i.
so my mother gets up the earliest of all.
step 2 spelling and pronunciation
play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.
use flashcards to give more words. get them to practise the words.
step 3 rhyme
play the tape for students to repeat and recite.
read the chant together as a class.
then divide the class into two groups to practise the chant.
step 4 listening
play the tape for the students to listen. first make sure the students understand the meaning of the passage.
then play the tape again and answer the questions.
step 5 word puzzle
first explain the word haystack means a large pile of hay firmly packed for storing.
then students find out the words in pairs.
step 6 reading
play the tape for the students to listen. ask what is john going to do after he leaves school?
students read the text silently and ask them for the main idea of the passage.
play the tape again and answer the following questions.
1. where are ji wei and john now?
2. what are they talking about?
3. where did they do just now?
4. what is john going to do after school? after college?
5. what does he want to learn at college?
6. who is following them?
explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .
step 7 writing
showing the students the picture of aunt peggy’s farm. get them to look at the picture carefully. first have them talk about the picture. then have them write one paragraph about the picture individually.
step 8 checkpoint
revise the adjectival and adverbial comparatives and superlatives.
read the useful expressions.
step 9 exercise in class
complete the words, using the proper words.
different people have different ideas.
o______ people like life in the country, but y______ people don’t. they think life in the country isn't i ______. they like to go to the c______, have dinner in the r______ and s______ and dance with their friends.
my uncle and my a______ aren't f ______, but they live in the country. they grow f______ and vegetables for f ______. every morning they will walk r ______ the fields. they can hear b ______ singing and sheep bleating. they often say, “l(fā)ife in the country is much b______ now.”
answers: old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.
step 10 homework
1. to write out the description of the picture.
2. write one passage about the city or the farm you live.
3. finish off the workbook exercises.
the design of the blackboard
lesson 16 what is john going to do after he leaves school?(go to college.)
6年級上冊英語教案篇4
教材分析
1、課標要求通過本節(jié)學習，使學生能運用所學詞匯簡單描述自己老師的體貌特征及性格特點。本冊是屬于高年級教材，相對于中年級的教材形式來說，增加了let’sstart 部分，這部分實際上是大家一起動腦筋思考的活動。
2、學習外語，需要有大量聽與讀的“輸入”，因此我們可以利用let’stry這部分的練習，一開始如果聽不習慣或者聽不懂，這也是正常的，反復聽幾遍，對于連續(xù)、不發(fā)音字母等就可以慢慢熟悉了。
3、通過學習課文中的對話，用所學的語言來描述老師的體貌特征和性格特點，讓同學們有靈活運用和交流的機會。
學情分析
1、進入新學年了，學生們肯定會遇到一些新教師，教師可以引導學生們相互交流一下這些新教師的特點和模樣，講講他們的喜好、性情等，這也是本單元學習的主要任務。
2、教師可以在教學過程中反復引導學生利用已學語言點，讓學生通過完成這一生活化的任務型活動來感知新的語言點，以減輕教與學的難度。
3、在學習中學生可能會遇到很多形容詞，我們也可以引導學生組成對子來記。把有聯(lián)系的單詞，或是相反關系，或是相近關系，放在一起記憶是很有效的學習策略。
教學目標
1、能力目標：a：能運用所學詞匯簡單描述自己老師的體貌特征及性格特點；
b：能夠詢問并介紹學校里教師的`情況；c: 能夠聽懂一些描述人物特征的簡單對話。
2、知識目標：能聽、說、讀a部分let’sstark 和 let’slearn 的“四會”單詞和句型。
3、情感目標：a：培養(yǎng)學生熱愛、尊重教師的情感；b：注重培養(yǎng)學生觀察、記憶、思維和想象能力。
教學重點和難點
1、 教學重點：let’s learn部分的單詞：young, funny, tall，strong, kind， old，short，thin 等。要求學生能聽懂句型，并結合這些句子表達的情境，學會恰當?shù)靥鎿Q句中的單詞。能夠掌握句型：do you have … teacher ?we have …
和who’syour … teacher ? what’she/she like ? 并能在語境中運用。
2、教學難點：如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態(tài)。let’s start部分在學生用書當中首次出現(xiàn)，教師應正確理解此部分的輔墊作用，可根據(jù)實際教學需要進行使用，并幫助學生熟悉教材內容的變化。
6年級上冊英語教案篇5
【教學重點】
1、使用指示代詞“這些”“那些”，表達復數(shù)物品。
2、課文的理解與認讀，以及圍繞主句型的問答練習。
3、拼寫朗讀單詞have、like，以及these are chinese/english/american/stamps.句子的認讀和運用。
【教學難點】
1、stamps發(fā)音比較困難，“—mps”有閉唇，吐音的現(xiàn)象，教師要注意引導糾正，不要吞音。
2、恰當?shù)厥褂靡恍┬稳菰~修飾名詞。
【教具準備】
1、教學資源：音頻課文和視頻課文。
2、教師為學生準備一張新郵票和幾張舊郵票。
3、單詞卡片。
【教學過程】
一、warm—up/revision
1、師生問候，進行日常口語會話活動。
2、教師播放歌曲《head，shoulders，knees and toes 》，和學生一起演唱，邊唱邊做動作。
二、presentation
1、guessing game教師將一張郵票握在手中讓學生猜。what’s this？it’s a…。引出單詞stamp在適時引導學生摸仿學習stamp之后，教師又拿出一個已裝有幾張郵票的小盒，晃一晃讓學生感受到盒里不只有一件東西。教師又問what are these？引導學生說出these are stamps。并反復練習。
2、教師將一張郵票和盒中的幾張郵票分別放在手中，引導學生描述this is a stamp. these are stamps. this is a new stamp. these are old stamps. these are chinese stamps.
3、教師從陳列的郵票中選出一張，借助體態(tài)語表達出i like chinese stamps.在學生初步理解后問學生and you？引導出對me too.的學習。
4、教師播放資源中的視頻部分，指導學生仔細觀看后，引導學生回答下列問題：
①are peter’s stamps new？
②are peter’s stamps beautiful？
③are peter’s stamps japanese？
根據(jù)學生回答情況，教師自己選擇再看錄像的遍數(shù)。
5、教師播放資源中的課文跟讀課件，學生跟讀，教師注意及時引導糾正發(fā)音。
學生兩人一組操練對話。
請學生到前面表演，教師和學生一起互相評價。
6、教師出示have，like，these，those，chinese，stamps的單詞卡片，讓學生拼讀單詞。
三、practice
1、悄悄話。教師將these are hens/pens. those are pencils/apples.等句子悄悄地告訴每組的第一個學生。每組告訴一句，當教師說開始后，同時間后傳，看哪組傳得又快又準確。
2、教師將畫有l(wèi)et’s practise中物品圖的一張放在面前，另一張放在較遠處，引導學生，看圖說話。these are ……those are ……。
四、add activities
教師為學生提供一些不同國家生產的物品。如chinese bags，american books，japanese pencils（或畫出相應的圖片陳列），引導學生描述這些物品，并用上i like……表達個人喜好。如：these are american ships. these are chinese ships. i like chinese ships.
五、workbook and homework
1、聽錄音圈答案
2、聽音標號
3 read and copy.
4、仿照例子造句。
第一、二題可在課堂上完成，后兩題作為家庭作業(yè)由學生回家完成。
eaching objectives：
1. words：arrive taxi flat building made again
2. sentences：
grandma made chinese food for me.
i want to try american food.
i will write again soon.
3. practise to pronounce ‘wh’ ‘wr’.
4. learn the song：it’s a big exciting world.
teaching properties：cards tape—recorder pictures
teaching procedures
warmer：
1. stick the pictures of unit 1 on the board. have the students come to the front and mime the text of unit 1.
2. say a sentence in the present tense and get the students say it in the past tense.
examples：
t：daming goes to new york.
ss：daming went to new york.
t：grandma meets daming.
ss：gradma met daming.
teach the text：
1. raise the picture of the statue of liberty and ask：what is it？where is it？”
guide the students say：it’s the statue of liberty. it’s in new york”.
t：daming is in new york now. let’s see who met him at the airport. what he saw in new york and what food he wanted to eat.
2. play the tape. have the students listen and underline the new words in books.
3. teach the new words.
4. play the tape again. have the students listen and say. after this，get the students to answer the following questions：
⑴who met daming at the airport？（grandma and simon）
⑵what did daming see in new york？（buildings，cards and people）
⑶what food did he want to try？（american food）
5. complete activity 2 in sb.（get the students to ask and answer in pairs）
6. practise to pronounce 'wh' 'wr'.
7. learn the song：it’s a big exciting world.
8. complete exercise 1 in ab.
homework：
practise the following sentences in pairs：
where are you from？
where are you going to go？
where are you going to go there？
where are you going to do there？
designs：
module 10 unit 2 i’m in new york now
arrive grandma mad chinese food for me.
taxi
flat i want to try american food.
building
made i will write again soon
6年級上冊英語教案篇6
教學目標：
基于學生的實際學習水平，新課標的具體要求和本冊教材的特點，我將教學目標設計如下。
1、知識目標：學生理解并掌握單詞mine、yours、argue、matter、wear等。
2、能力目標：學生能夠運用所學句型對自己或他人的所屬物品進行描述。
3、情感目標：學生在活動中學會運用所學知識進行交流，并在交流中學會與他人合作，敢于開口說英語的能力。
教法學法：
1、從兒童的年齡特點、學習興趣和好奇心求知欲考慮，根據(jù)小學生的心理特征。我借助“任務型”教學模式，以聽說、游戲活動為主線組織教學，并通過小組合作，角色扮演等來加深對學習內容的理解，培養(yǎng)綜合運用英語的能力。
2、學生通過游戲和小組活動，使他們在交際中理解和運用語言，促進學生聽、說、讀的練習，是學生在快樂的學習氛圍中學到更多知識。
教學過程：
一、warming—up熱身環(huán)節(jié)
在這一環(huán)節(jié)中我設計了一個chant，由學生共同拍手來完成。
i i i，my my my
he he he，his his his
熱身環(huán)節(jié)是英語教學過程的首要環(huán)節(jié)。采用節(jié)奏感很強的chant不僅能夠凝聚學生的注意力，還能提高興趣，將學生很快的帶入到學習氛圍中。同時復習了以前學過的主格代詞和形容詞性物主代詞，引出了新知識名詞性物主代詞，為下面的學習做好了鋪墊。
二、presentation新知呈現(xiàn)
首先，我拿起自己的書，問學生whose book is it？it’s my book.可用it’s mine.來代替，然后帶領學生多讀幾遍，練習這個句型。再拿起mingming的鉛筆盒，詢問linghang（學生）whose pencil—box is it？引導學生回答：it’s mingming’s pencil—box.告訴學生it’s mingming’s pencil—box可用it’s mingming’s來代替，用同樣的方式教授his、hers.
接下來是課文教學
首先，讓學生聽一遍錄音，理解課文大意，并讓學生初步感知語音、語調。讓學生再次聽錄音，跟讀課文，回答我提問的問題。
it’s amy’s t—shirt？no，it isn’t.
what colour is sam’s t—shirt？it’s red.
讓學生聽第三遍錄音，并且跟讀，錄音播放完畢后，請2~3名學生分角色朗讀課文。
本環(huán)節(jié)是新知識的呈現(xiàn)和練習，充分利用課堂中有限的資源，給學生創(chuàng)設了一種真實的教學環(huán)境，培養(yǎng)了他們的興趣。這樣，讓學生在快樂的過程中不知不覺地掌握了本課的重點句型。反復的聽讀課文，加強了學生對課文的理解和記憶。
三、practice趣味操練、鞏固新知
用多媒體課件呈現(xiàn)prat 3的四幅圖片，圖下面分別注明ms smart’s sweater lingling’s skirt amy’s skirt sam’s trousers分別顯示。老師問學生答或者學生問學生答，來練習句型is this ms smart’s sweater？yes，it’s hers./no，isn’t hers.
這一句型也是本課的重點，是一種否定表達方法。這樣師生合作完成教學曾今了師生之間的感情達到了師生互動、生生互動的效果。本環(huán)節(jié)通過反復練習鞏固并掌握了所學知識，小組合作聯(lián)系培養(yǎng)了學生的合作交流能力。
四、consoludation拓展延伸
把學生分成四個小組，各組學生把在家?guī)淼臅?、外套、裙子等物品放在一起，利用今天所學的句型進行對話，找出物品的主人。如果找對了物品的主人就給小組加分，進行獎勵，還可以去別組給物品找主人。
拓展延伸對于學生更好地理解和御用所學知識具有重要作用，它有利于開發(fā)學生思維，提高英語的交際運用能力，培養(yǎng)了學生的學習興趣。
五、summary and homework
帶領學生一起回顧本節(jié)課所學的重點單詞和句型。
讓學生將各種熟悉的物品畫在一張紙上，并且用英語標明這個物品是誰的。讓學生自己動手畫，培養(yǎng)了學生的動手能力，也進一步鞏固了所學知識。
6年級上冊英語教案篇7
一、教學目標與要求 1、復習鞏固單詞：tomato， green bean, potato, carrot 及其復數(shù)形式。 2、綜合運用型：are these…? yes, they are./no, they arensquo;t. what are these? they are…。 3、能夠理解、跟讀歌謠。 4、能夠掌握字母組合 or 的發(fā)音規(guī)則
二、教學重點及難點 重點： 綜合運用型： are these…? yes, they are./no, they arensquo;t. what are these? they are…。字母組合 or 的發(fā)音規(guī)則 難點：能夠讀出符合 or 發(fā)音規(guī)則的單詞，能根據(jù)讀音拼寫符合 or 發(fā)音規(guī)則的單 詞。
三、教學準備
課本、 錄音機、磁帶及單詞卡片。
四、教學過程 1、revision and leading in 教師分別出示單詞卡片：tomatoes， green beans, potatoes, carrots,
t：what are these? are these…? 教師引導學生回答。 t：about these vegetables, what do you like to eat? 教師引導學生回答：i like to eat…/i love to eat… 2、presentation letsquo;s chant (1)讓學生看 letsquo;s chant 的圖片，
t：how about onions? 引導學生說：i like onions./ i donsquo;t like onions. t: 切洋蔥時眼睛會被辣到，會流眼淚，so, onions make me cry. (2) 播放歌謠，學生聽音模仿。帶讀歌詞理解意思。 letsquo;s play (1) 教師拿出課前準備的水果或蔬菜圖片。請兩名學生與教師進行對話示范， 利用句型：what are these? are these…? yes./no. (2) 讓全班學生三人一組進行對話。 (3) 請三組學生上臺演示對話。 letsquo;s spell (1) 教師板書： horse， fork， homework, world map, 將 or 字母組合標上音標， 帶讀這些單詞，引導學生注意 or 的不同發(fā)音。 (2) 引導學生朗讀“read and number” 中的單詞，播放錄音，學生聽音排序。 (3) 教師讓學生觀察“l(fā)ook and write” 中的圖片，并找出圖片中可能含有 or 的單詞。播放錄音，學生寫出所缺單詞。 4、sum up 5、exercise (1) 聽寫單詞 tomato，green bean, potato, carrot 和句子 are these carrots? what are these? (2)學生獨立完成《創(chuàng)維新課堂》對應習題。 (3)教師講解部分較難的練習題。 6、homework 完成《學習指導》對應習題。
6年級上冊英語教案篇8
初中英語人教版教案八年級上冊答案
人教版初中英語八年級下冊教案設計??
unit 1 will people have robots ?
單元教學目標：
1、words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2、will 構成的一般將來時態(tài)的陳述句、否定句、疑問句及回答.
3、there be 句型的一般將來時. 4、more , less , fewer 的用法.
5、學習一般將來時態(tài)的相關知識，學會對未來進行預測.
單元重難點：
1、will構成一般將來時態(tài)的句式。 2、there be 句型的一般將來時態(tài)。
3、more , fewer , less 的用法。 4、how to make predictions .
第一課時
課前準備：
教師：錄音機、所學物品的圖片。
學生：英語點金教練、練習本及相關的學習用具
教學步驟：
step 1 leading in(導入話題，激活背景知識)(導入話題，激活背景知識)
1.greetings: welcome to school .
what’s the date today ? who’s on duty today ?
do you enjoy your winter holiday ?(你喜歡你的寒假嗎?)
do you finish your homework(家庭作業(yè)) ?(你完成你的假期作業(yè)了嗎?)
do you want to live on the moon ?(你想去月球嗎?)
can you guess what will happen in ten years ?(你能猜出十年后將會發(fā)生什么嗎?)
collect the ss’ answers and say something about their predictions .
step 2 pre-task(任務前活動)
sb page 2 ,1a .
1.look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2.read each predictions to the class .explain the new vocabulary .
3.read the instructions .make sure ss know what they should do .
4.do it by themselves .
5.talk about the answers with the class .
explain :一般將來時態(tài)
構成: will / be going to +動詞原形=
step 3 while-task(任務中活動)
sb page 2 ,1b .
1.practise reading the six predictions .
2.read the instructions to ss .circle the things you hear on the recording .
3.play the tape twice .(放錄音，兩次)
4.play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1、pay attention to the dialogues .
2、read the dialogues fluently .
3、pairwork .work in pairs to make predictions according to the sample .
4、ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1、read the predictions .
2、read the instructions and point out the sample answer .
3、play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4、check the answers .
學生探究: less , fewer 的區(qū)別。
step 4 post-task(任務后活動)
1、point to the example in the sample dialogue .practice reading .
2、look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1.、review the grammar box .ss say the statements and responses .
2、make summaries about “will” ,“fewer” and “l(fā)ess” .
homework(家庭作業(yè))(家庭作業(yè))：
1、make predictions about yourself in 10 years .write down 5 sentences .
2、go over the new words .
教學后記:
第二課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識) (導入)
1.greetings and free talk .
2.check their homework(家庭作業(yè)) :ask two or three ss to speak out what they wrote down .(教師作出適當?shù)脑u價)
step 2 pre-task(任務前活動)
1.go over what we learnt yesterday .(復習昨天所學的知識)
2.通過三種時間的對比簡略復習一般過去時與一般現(xiàn)在時。
step 3 while-task(任務中活動)
sb page 4 , 3a .
1.point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .
2.read the instructions .
3.complete filling in the blanks individually .
4.check the answers .
5.practise reading .then ask some ss read them out .
sb page 4 , 3b .
1. look at activity 3a .make predictions about sally .
2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .
3. practise reading .
4. pairwork .make their predictions about sally .
step 4 post-task(任務后活動)
1. write about yourself .
with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .
2. complete the work individually .
3. review the task .ask a few more ss for answers .
homework(家庭作業(yè)) :
draw a picture of the city in 20 years .describe it to the class .
教學后記:
第三課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識)
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework(家庭作業(yè)).
step 2 pre-task(任務前活動)
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task(任務中活動)
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .
2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1.read the instructions .
2. pay attention to the sentences and the verbs in the box .
3.play the tape and correct the answers .
step 4 post-task(任務后活動)
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe’s life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework(家庭作業(yè)):
1. go over the words .
2. 寫一篇50個單詞左右的小短文，預測與展望未來我們的學習和生活。
教學后記:
第四課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟):
step 1 leading in(導入話題，激活背景知識)
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework(家庭作業(yè)) .
step 2 while-task(任務中活動)
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. put all the ss’ papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task(任務后活動)
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner’s answers .
5. share a few ss’ conversations .
homework(家庭作業(yè)):
1. finish selfcheck as their homework
2. go over the words in this unit .
教學后記:
第五課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的'學習用具
teaching contents:
reading :do you think you will have your own robot ?
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識)
1. greetings and free talk .
2. if possible,draw a robot on the bb or put up a picture of a robot.
