最新冀教版六年级英语下全册教案

Unit1

Lessons1---6 Sports

Lesson1 Ping-pong and basketball

教学目标:

a、要求学生掌握重点单词和短语airport, again, live , learn, wow, know ,great, tired, suitcase；live in, want to ， have a good trip ,go home b、 学习句型:“ What time is it ? It’s ?” 教学用具：多媒体课件 、 钟面 、 录音机 教学时间 : One class . 教学过程：

Step 1 : Class opening and Review 1) Greeting

2) Review ①lead in课件出示日历，通过师生问答,生生、同桌对话练习句型： What day is it ? It'ｓ?? 教师谈话导入:今天九月一号,Jenny和Danny正在讨论李明来到加拿大学习英语的日期,预知精彩，且看课文。 ②Play“ The number game” to review number . Step 2 : Presentation and practice（新授及练习）： 1、Teaching “ What time is it ? ”

1) Use a big clock to teach “ What time is it ? ”

2) Demonstrate : Move the hands on the clock as I ask and answer the question . Then get volunteers to answer the question .

Here’s a simple way to say some times in English . 1:45 one forty five 2:10 two ten5:37 five thirty seven 8:00 eight o’clock

3)Extend knowledge (知识拓展): 2:10 two ten or ten past two

教师讲清“past”和“a quarter” 4:30 four thirty or half past foue 教师讲解“half”. 9:00 nine o’clock or nine

4) Practice : ① Practice in pairs ②Ask the volunteers to more the hands on the clock as they ask and answer the question . 2、Teaching “ the text ”

1) When the students listen to the tape , think over these questions : ①When do Jenny , Danny , Li Ming live ? ②Why is Li Ming coming to Canada ?

③When does Li Ming arrive ? When will Li Ming go home ? How long will Li Ming live in Canada ? ④How does he come ?

⑤What time did Li Ming’s plane arrive ? ⑥Who meets him at the airport ? ⑦Did he have a good trip ?

2)Read the dialogue and discuss the questions in groups . 3)Ask the students to answer the questions . 4)Read by themselves , then read role-play .

Step 3 Consolidation Make up a dialogue about meeting someone at the airport .

Divide the class into small groups . Ask each group to include in their dialogue the question and answer . “ What time is it ? It’s-- ” Step 4 Summary课后小结:

本课是一个复习,巩固,让学生适应长假的课时,所以在本课的讲解中,我由浅入深.先由问候语入手,逐步延伸到\time is it ?\句型.学生掌握良好.有的个别的学生对\的单复数的概念还有点模糊,有待于在教学中不断改进.

本课总体来说一个复习课,没有太多的生单词,而在讲课时不能出色的完成,可以说我准备的不够,以后要引以为戒,备好每一节课,上好每一堂课. Step 5 Homework 1、Activity book

2、 Copy the new words in this class.

自我问答: 你会正确运用look和see吗？ Look表示“看”这一动作。要表示看某处则用look at”。 如：Look at the blackboard. 看黑板 Look at my mouth. 看我的口型。 See表示“看见；看到”。 如：I see Li Ming. 我看见李明了。 I see a black cow. 我看见一头黑牛。

Lesson2 At the sports shop

教学目标：

1、 知识与技能目标：能听说读写need, any, or三个生词 。 理解“some ,any ,”二词用法上的不同。 让学生掌握并熟练运用“I need??” “Do you have any???” “Do you want this/these or that/those ? ” “ How much are they?”

2、情感目标： 通过购物的情境练习，感受英语的氛围，激发学生学习英语的兴趣。

教学难点分析：学生在具体的语言环境中能运用本课重点句型与同伴进行交际。

教学课时：一课时。 教学过程：

一、Class opening and review

1、 Review ：basketball ping-pong sport runners shorts T-shirt

T: What sports do you play? What’s your favourite sport? What do you wear to play _____?

设计意图：教学伊始由词到句循序渐进的帮学生进入状态，同时也符合我校提倡的口语交际训练。

2、Review word: “this that these those” （直接出示使学生再现，接下来由老师讲授） 二、New concept 1、INTRODUCE（介绍）

（1）、Teach word “or”(通过实物摆放的不同方位教授) T: What sport do you like? Is this ping-pong ball or that basketball? Do you like this ping-pong ball or that basketball? S1: I like this ping-pong ball.

T：What sport do you like? Is this ping-pong ball or that basketball?Do you like this ping-pong ball or that basketball? S2：I like that basketball.

T: Do you like these books or those books?

S3: I like____. T: Do you like these runners or those runners? S4: I

like____.(大量练习几种选择疑问句的问答)

设计意图：方位词this, that, these and those 虽然曾出现过好几次，但仍然是一个难点，学生不容易掌握，所以通过教授选择疑问句让它们再次在真实的语境中说出，应该两全其美。但教师必须每个类型至少示范两个。 （2）Teach word “need any”

（3）（教师接学生的问答顺势说，使整个教学过程一气呵成，做到有效地衔接） T: I don’t have ______. I need ______. Do you have any _____s? S: Yes./No. Spell the word “need any.

（利用feet与need, many 与any对比记忆，并区分some any 的用法） Practice in pairs.（小组合作中互相练说，克服学生面对全体不好意思的、怕说错的思想，可培养他逐渐树立自信的意识。） 2、示范角色表演“Shopping”

3、情景模拟：“开心超市” 规则：一名学生扮演店内售货员，其他学生扮演顾客，到商店买东西，练习句型： A: I need____. Excuse me. Do you have any s? B：Yes. I’ll show you！/No！Do you want this/ these____ or that/those_____? A：I like______.How much is it/are they？ B： dollars！ A: I’ll take___,please. （此时同时讲解美元和元的区别。如：one dollar，two dollars；one yuan，two yuan. 还要解释并练习一下如何问多少钱How much is it? How much are they?） 4、听录音跟读。

5、学生再自编对话表演。 （

设计意图：以上在理清脉络之后，将课文中的重难点扎实了，在让学生对照板书，学生在表演对话时就没有很大的困难了。）

三、Class closing Homework：

亲自到体育用品商店买一次东西并运用所学语言。 板书设计： Lesson2. At the Sports Store

any need or A: I need____. Excuse me. Do you have any______ s? B：Yes！/No！Do you want this/ these____ or that/those_____? A：I like______.How much are they？ B： ______ dollars！ 课后习题：

一． 改错： these book this runners some ball those pencil that T-shirts any soups

二． 选词填空： any, some, these, those, this, that 1． Do you like ______T-shirt or ______T-shirt? 2． Do you like ______shorts or ______shorts?

3． We need ______ ping-pong balls. Do you have ______ balls?

Lesson3 Let’s play!

教学目标：

1．知识目标：能四会单词light,heavy,throw,catch,hit；能灵活使用句子The basketball is heavy. The ping-pong ball is light. I’m throwing/catching the basketball. I’m hitting the ping-pong ball.

2．能力目标：能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。

3. 情感目标：培养学生对两种球类运动的喜爱之情。

教学重、难点：要求四会的单词和要求掌握的句式。

教具、学具准备： 1. 单词卡片,石头,羽毛等轻重对比的物体,篮球,篮筐,乒乓球,乒乓球拍,球网，有条件可带学生去操场上这节课，课后习题卡（每人一张）。 2. 录音机或课件。 教学过程：

Class Opening and Review

1. T:Hello, class! What’s your favourite sports? S:My favourite sport is ____.

2. T:I want to learn basketball/ping-pong ball. Can you teach me? S:Yes. (设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教，激发了学生的学习兴趣，增强了学生的自信心。) New Concepts

1． 教师右手拿篮球并说The basketball is heavy.左手拿乒乓球并说The ping-pong ball is light.让学生模仿练习。 2． 利用准备的实物练习heavy 和light.

3． 教师告诉学生篮筐是net,拿着篮球投篮，边投边说I’m throwing the basketball. Say “throw,throwing”,please.学生模仿练习。

4． 教师没投中就说This is too hard. The basketball is too heavy. 学生模仿练习。

5． 教师拿着乒乓球投篮，一下就投中了就说This is too easy. The ping-pong ball is light. 学生模仿练习。

6． 然后把篮球传给别的学生并说I’m throwing the basketball. He’s catching

the basketball. Say “catch,catching”,please. 学生模仿练习。 7． 教师又拿起乒乓球拍并告诉学生This is a paddle. I’m hitting the ping-pong ball. Say “paddle,hit,hitting”,please. 学生模仿练习。 8． 听录音两至三遍，完成课后习题。 9． 学生分组编对话。 10.汇报演出。

(设计意图：这节课的教学可在教室布置环境也可以到操场去上，让学生真正体会篮球和乒乓球运动，激发学习兴趣。在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。)

Class Clossing Activity book

Homework 课下打篮球和乒乓球并把所学语言运用进去。 板书设计： Lesson 3. At the Gym Let’s play!

The basketball is heavy. The ping-pong ball is light. I’m throwing/catching the basketball. I’m hitting the ping-pong ball. 课后习题：

一． 根据要求写单词：

写出现在分词形式 写出反义词

hit--- heavy--- throw--- hard--- catch--- this--- learn--- these--- teach---

二． 填空：

1．I want to ____ basketball. Can you ____ me?

2. The basketball is ____. The ping-pong ball is ____. 3. I’m ____ing the basketball. He’s ____ing the basketball. 4. I’m ____ting the ping-pong ball.

Lesson4 Did you have fun?

教学目标

1）、能听说读写bought, taught, thought.

2)、复习巩固以前所学的四种时态，能能够正确地进行听说读写。 3)、学会唱“What did you do?\

教学难点分析 复习巩固以前所学的四种时态，能能够正确地进行听说读写。

教学课时 一课时 教学过程

一、Class opening and review.

1、投影出示一些单词，让学生说出它们的过去时，和将来时。其中包括buy , teach, 和think.（由于这三个词的过去时以前没有接触过，所以暂时放到一边）

2、对话练习。老师提问一些问题让学生回答。 （1）What did you do yesterday? (2)What are you going to do tomorrow?

(3)Do you usually......?每个问题找几个同学回答。 二、New Concepts.

继续看复习题1中留下的未知项，即buy , teach, 和think三个词的过去时

如何改写。老师将这三个词的过去时添加上去，教学生如何读，并反复拼写，加以识记。并共同找到bought, taught, thought三个词语在书写和发音方面的共同点和不同点，便于学生比较和掌握。

2、阅读练习。要求学生自学课文第一部分，然后回答以下几个问题：Where did Jenny and Li Ming go?What did Jenny do?What did Li Ming do?What did Jenny do?学生读完后，共同交流学习成果,老师加以总结.

3、根据课文第二部分的内容，设计一些时态填空，让学生试着自己填写。 （1）They usually ______ (teach) each other a sport. (2) Jenny ______(go) to the park tomorrow.

(3) Danny alwys _______ (think) he can catch the ball.

(4) This morning , Jenny and Li Ming______(buy)some things at the store. (5) They _______(teach) each other a sport yesterday. (6) Danny ______(think) he could hit the ball.

4、学唱“What did you do?”学会后，将学生分成两组对唱，一问一答。 三、Class Closing.

师生齐唱：“What did you do?”结束课堂。 板 书 设 计

Lesson 4: Where Did You Go?

What did you do? teach---taught buy---bought think---thought 8．课堂练习

（1）They usually ______ (teach) each other a sport. (2) Jenny ______(go) to the park tomorrow.

(3) Danny alwys _______ (think) he can catch the ball.

(4) This morning , Jenny and Li Ming______(buy)some things at the store. (5) They _______(teach) each other a sport yesterday. (6) Danny ______(think) he could hit the ball.

Lesson 5 A basketball game

教学目标

1、能听说读写player, game, team, win 和lose.学会 jump up等短语。 2、能听明白在比赛中一些简单的指示，用win 和lose.表示比赛的结果，以及比赛中分数的表示等。 教学重难点 重点 ：

1、能听说读写player, game, team, win 和lose.学会 jump up等短语。 2、能听明白在比赛中一些简单的指示，用win 和lose.表示比赛的结果，以及比赛中分数的表示等。 难点

能听明白在比赛中一些简单的指示，用win 和lose.表示比赛的结果，以及比赛中分数的表示等。 教学课时：一课时 教学流程

1、 Class opening and review.

做游戏“Charades\以复习学生在前面已掌握的表示职业的词汇。 这些词有：teacher,clerk, cashier,waitress, waiter, bus driver等。 2、New Concepts.

（1）、为学生播放一段篮球比赛的实况录相。先为学生介绍比赛的双方，引入新词：player, team和game.在讲解这三个新词时，可引学生利用对比的方法，总结字母发音的规律。

（2）、边放录相，边为学生做现场解说，把课文内容通过示范的形式展示给学生。看完录相后，总结如何介绍一场比赛，介绍一场比赛需要了解哪些内容。比如：比赛的地点，时间，比赛的双方对员，比赛中比分的情况，比赛的结果等。

（3）、学生自学课文。要求：找出文中有关比赛的内容，画出来。找学生读出自己找出的有关语句。让学生自己把画出的语句读两次。 （4）、将全班学生分为若干组。在每组中，找出一个学生向其他学生介绍本组的队员和比赛情况，并在最后根据比分的多少，判断出谁胜谁负。每组可根据自己的特长，选取不同的比赛内容。本组练习以后，老师组织各组学生在班内表演。 表演前老师提出要求： ①介绍本组表演的游戏名称。 ②介绍本组的队员分组或分工情况。 ③向大家汇报比赛的比安情况。 ④裁判胜负情况。 各组表演完后，大家共同找出表演最好的一组，讲解最好的一个同学。并说明他们分别好在什么地方。 3、Class closing. 老师向同学们提出希望，希望同学们在课下多做这样的比赛活动，用于练习巩固本节所学内容。

课堂练习. Tell your mother and father what you have learn today. 2.What’s your favourite sports 作业安排 活动手册3、4题

Unit2

Lessons 7----12 Good health to you!

Lesson 7 Always Have Breakfast!

一、教学目标： （一）知识：

1. 巩固内容：always, sometimes, usually, never等表示频度的词汇。

2. 掌握四会词汇和句型： ①healthy, strong, weak, week ②—How often do you ____? —____ times a ____. （二）能力：

学生能用所学词汇句型说出有关健康的句子。 （三）情感：

帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。 二、教学重点、难点： 重点：四会词汇和句型

难点：—How often do you ____? —____ times a ____.句型的理解和运用。

三、教具、学具： 图片、录音机、 四、教学过程： Class Opening and Review Greeting.

Play a game: Never, Never

Key Concepts

①healthy, strong, weak, week ②—How often do you ____? —____ times a ____. Introduce

Use puppets to role-play “healthy”, “strong”,” weak”and “sick”. P1: (Sad, coughing.) I feel sick. Sick. Say it, please, class. C: Sick.

P2: (Happy, energetic.) I don’t feel sick. I feel healthy! Healthy. Say it, please. C: Healthy.

P1: I am weak. Look! ( Try to carry a chair, but can’t.) This chair is too heavy. I am weak. Weak. Say it, please. C: Weak.

P2: Not me. I am strong. (To Puppet 1.) May I help you with that chair? ( Carry it.) There! The chair is heavy, but I am strong. Strong. Say it, please. C: Strong.

Show the pictures and introduce these words.

Write “healthy”, “strong”,” weak”and “sick”on the blackboard. Ask the students try to translate them. Drill

Ask the students to say who is strong/ healthy/ weak/ sick. Student book No.1

Introduce

T: Everyone wants to be strong and healthy. Do you? Let’s learn what to do. First, always eat breakfast. Because it’s good for you! Do you always eat breakfast? Let’s look. Here is a chart. This is a week. There are seven days in a week. What are they? (Say Monday, Tuesday……) T: When did you eat breakfast last week?

Sunday Monday Tuesday Wednesday Thursday Friday Saturday Student 1 Student 2 ……

Introduce How often did you eat breakfast last week? Once/ Twice/ Three times/…… a week.

Student book and audiotape

Play the audiotape and answer the questions:

How often did Danny/ Kim/ Li Ming eat breakfast last week? Practice

T: We can say other things. For example: How often do you play ping-pong?

Ask the students to say some sentences.

Ask the students to make up appropriate sentences about how often and make up a chart.

Ask the students to introduce their charts. Activity book.

Class closing. 五、 板书设计

Lesson 7 Always Have Breakfast! Strong and healthy Weak and sick —How often do you ____? —____ times a ____. (Once a week; Twice a week.) 六、练习： (一)填空：

1. I always eat breakfast. I am ______ and _______ . 2. Liu Hong never eats breakfast. She is _______ and ______ . (二)写句子：

Write three sentences with How often ________ ?

Lesson8 Always Brush Your Teeth!

一、教学目标： 知识目标：

1.掌握并运用四会单词：after/before .brush/ comb及短语：brush your teeth/comb your hair/wash your face .

2. 熟练运用句型：What do you do before / after ____? 能力目标:

1.学生能够正确运用短语：brush…teeth , wash…face ,comb…hair ,并知道人称

的变化。

2.能够掌握before ,after 的用法。

情感目标：通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。

二、教学重点、难点：after , before , teeth ,face , brush , comb的理解和运用

三、教具、学具：单词卡片、录音机、 四、教学过程：

（一）Class opening and review 1.Greetings

2.Listen and do : (复习动词短语：eat breakfast / watch TV / fly a kite /wash clothes / brush teeth / go to the store / take a shower …,教师可以让学生认读这些短语之后，进行下面的操练) T: Now , I say you do . T: Ok, This time you say I do .

3．复习句型：How often do you _____? _____ times a _____. T: Did you eat breakfast this morning ? S1: Yes , I always eat breakfast.

T: How often do you eat breakfast in a week ? S1: _____

T: How often do you wash your face in a day ? S1:______.

(设计意图：这几个环节的设置既复习了动词短语和How often 句型，

又为后面的教学做铺垫。) (二) Key Concepts

1.单词： brush/ comb及短语：brush your teeth/comb your hair/wash your face 的教学。

（教师出示下面的表格，并介绍）

brush teeth wash face comb hair eat breakfast go to school (6:10 ) (6:15 ) (6:20 ) (6:30 ) ( 7:00 ) I … T: Look , it’s 6:10 in the morning , I often brush my teeth . Then , I wash my face and comb my hair.

(设计意图：教师用动作演练并介绍单词，学生既爱学，又学的快，理解的容易。)

2.单词：before / after 的理解和运用。

T: At 6:30 , I eat breakfast ,After I eat breakfast , I go to school. Before I eat breakfast , I comb my hair .

(教师描述并板书：After I eat breakfast , I go to school; Before I eat breakfast , I comb my hair .)

(设计意图：通过出示表格，创设情境，让学生在意义操练的情景中接触所学的新内容。)

T: Let’s repeat ,before and after .

T: Now would you tell me what do you do every morning ? Using the words “ before / after ”,Practice in groupsthen show it to us.

(设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中说出自己能想到的句子，同时不限定于一个句型，培养学生的发散思维。在小组练习中，提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导，学生的表达能力也会有所提高.) （学生展示，在这个过程中教师指导学生注意：go to school/ wake up/ wash face / comb hair / brush teeth / do homework 等短语的第三人称的变化，教师也可以适时地引导学生说。） T: What does she/he do ? S: He/ She __________. 3．学习课文第2部分。

Play the audiotape and read the dialogue , check up understanding . Show the exercises : Listen and order ( ) Jenny wakes up . ( ) Jenny brushes her teeth . ( ) Jenny eats breakfast .

( ) Jenny washes her face and hands . ( ) Jenny combs her hair . ( ) Jenny goes to school .

（设计意图： 在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学，并且能引导学生注意听的重点内容，为他们的学习提供了方向。）

(三)Class closing 五、 板书设计：

Lesson 8 Always Brush Your Teeth !

brush teeth wash face comb hair (6:10 ) (6:15 ) (6:20 ) (6:30 ) I ( 7:00 ) eat breakfast go to school … Before I eat breakfast , I comb my hair . After I eat breakfast , I go to school.

Lesson9 Eat more vegetables and fruit!

一 、教学目标：

1. 使学生能听、说、读和写词汇： often 2. 使学生能够描述自己日常的饮食。 3. 能完成有关饮食的调查表。

4. 能够在日常生活中，恰当的使用How often…?句型。 二、教学重点

1、使学生能听、说、读和写词汇： cabbage, onions, peas,month。 2、使学生能够描述自己日常的饮食。 三、教学难点

1、能完成有关饮食的调查表。

2、能够在日常生活中，恰当的使用How often…?句型。 四、教具、学具

录音机 ，单词卡片 ，课件 五、教学过程

Warming-up and revision: 一、Greeting.

二、利用词汇卡片复习：vegetables、meat、fruit。 Play “what’s missing ?” to review such kind of knowledges . New concepts:

一、 学习cabbage、peas、onions. 1、 利用谜语学习peas。

T: now let’s play a game , please guess . I will say a sentence ,after it please tell me what they are .listen : They are small. They are green. They live in the house. What are they?

2、 使用单词卡片学习cabbage、onions。

⑴ Put some word cards in the box, such as muscles ,bones ,apple ,etc. Let student guess. What is it? or what are they ?

⑵ The students talk about the right picture. For example: What color is it? Heave or light? Do you like cabbage?

（在这个环节当中，因为要学生talk 教师应该给予适当的提示，让学生顺利的完成这个任务，增强他们的学习兴趣。）

(这样不仅复习了以前的单词 加深了学生的印象，同时还引出了今天要学习的单词) 二、练习对话。

Play “never never ” to review adverbs of frequency ,Use phrases from , or related to , this unit : brush your teeth , comb your hair , eat fruit , play sports . after each volunteer completes a turn , ask “How often do you ?” and help the student make the correct response .

Demonstrate “month “ .The students should already be familiar with the word because they have seen it often in Level 3 . 1、 T：How often do you eat peas? S: Once a week.

T: How often do you eat cabbage? S: …

2、 小组练习对话。

3、 听录音并完成下表。（不看书） 听录音并完成下表。（不看书） How often does Danny eat donuts? cabbage? peas? onions? day week month year 4、 订正上表，并让学生描述内容。

三、 小组练习，用调查表的形式调查一位同学的饮食习惯。 a) 小组调查并填表。

b) 展示各组表格。

c) 描述并评论同学饮食是否健康。 四、 出示健康饮食表。 a) 出示一张小学生健康饮食表。 b) 谈论饮食表。

c) 对照饮食表说说自己饮食有哪些不好的习惯？

(设计这个环节就是让学生在实践中运用所学的知识。进一步巩固在本课中学过的知识。) 五、 Homework。

制作一张适合自己的健康饮食表。 Class closing. 板书设计

Lesson9 Eat more vegetables and fruit!

How often does Danny eat donuts/ cabbage/ peas/ onions? day week month year 六、Exercises : 一、连线。

1. take a shower 一月两次 2. ask a question 吃蔬菜 3. make a chart 小心，当心 4. once a year 冲淋浴 5.how often 制作一个表格 6. twice a month 问问题

7eat vegetables 多长时间一次 8. watch out 一年一次 二，补充句子。

He brushes his teeth ( ). ( ) does Danny eat breakfast . He ( ) eats breakfast .

How often ( ) Danny ( ) shopping . He ( ) every week

How often ( ) danny ( ) football ?

Lesson 10Exercise

教学目标：

1、Students can read，write，say and accurately understand the vocabulary：minutes，hours，exercise

2、教授歌谣“Everyone, Everyone, Reach up High” 使学生能跟着节拍边做动作边说歌词。

3、通过本课教学，使学生了解健康的生活方式应加强体育锻炼。 教学重点：

1、掌握本课四会单词: minutes, hours, exercise 教学难点：

1、如何在实际中灵活运用 How much/How many/How often是难点。 教具、学具： 一个带有分针的钟表、录音机、课文录音带。 教学过程：

一、 Class Opening and Review：

1、Play“ What Time Is It” to review how to say times. T : hello ! now look , What is it ? S : watch .

T : It is a clock . What time is it now ? S : IT is .

二、Key Concepts：1、Introduce：

(1) Demonstrate “minute, hour” with a big clock . (教师用手拨动时针，正好经过一个小时) T : How many minutes does it past ? S : …..

T : One hour . Hour , say it . S hour .

T : Now ,think . How many minutes make an hour ? Minute , say it and guess what it means here . S : minute .

(教师可以用钟来提示学生 minute 是什么意思。同时教师还可以扩展秒，年，天。)

T: Yes , sixty minutes make an hour . say it S : Sixty minutes make an hour . T : How many seconds make a minute ? S : …………….

T : Now look ,What time is it now ? it is time for exercise .

What does it mean ? Guess .

(2) Play“Simon Says” to review actions and phrases such as：ride a bike, walk to school, run, jump ,play ping-pong, play soccer , play basketball 等。 Some volunteers. Ask each volunteer (in a whisper ) to perform an action(use the actions recommended for “Simon Says” above.) Ask the class to guess what he or she is doing. Then ask all the volunteers to perform their actions at the same time and lead a dialogue：

T: Look! They are exercising!(Point to each volunteer) Riding a bike is exercise. Playing ping-pong is exercise. Walking is exercise. What else is exercise?(Point to the next volunteer.) __ing is ... S: …exercise.

T: Right! (Point to the final volunteer.) And __ing is … S : …exercise. T: Very good! (3) 游戏

规则 ： 两个同学上前面来 ， 一个同学面向大家，另一个同学 用事先准备好的单词大卡片对着同学，让同学们做动作，前一位同学猜 ing is exercise . (安排这个环节主要是为了巩固刚刚学过的句型和单词exercise. 为下面的学习做准备。)

2、Use the Student Book and Audiotape:

(1)《教科书》第一部分 T：Exercise helps make your body healthy and strong.出示问题：What is exercise? How much exercise do you need? 学生边看书边听课文录音，同桌讨论后回答。回答第一题引出动名词短语作主语

这一知识点，板书：Riding a bike/Walking to school/Running/Playing ping-pong is exercise. 回答第二题时引出How much 与 How many 的区别， 并利用钟表演示使学生能回答: How many minutes are there in an hour?/How many minutes make an hour? (2) Ask a volunteer . T : How do you go to school ? V : ride a bike .

T : Riding a bike is exercise ? How often do you exercise a day ? V : …………

T : How many minutes do you exercise a day ? V :……………….

学生分组进行对话练习，然后找同学进行检查。

（给学生实践的机会，让学生联系自己的生活实际进行英语学习，加强学生对语言的驾驭能力。） 《教科书》第二部分

出示问题：How many minutes dose Danny exercise? How often dose Danny exercise? How many minutes dose Danny walk to school? 听课文录音小组讨论后得出结论：Danny needs to get more exercise. 采取多种方式操练：同桌对话、小记者采访的形式询问同学们的锻炼情况，在活动中复习并巩固句式的运用，深刻领悟锻炼的重要性。 3、Practice:

T： Now ,let’s do some exercise together . Ok ?

Teach “Everyone, Everyone, Reach up High” in Number 3 of the student

book.

(1) Play the audiotape, the students follow words and pictures in their books.

(2) Teach line by line, students to repeat.

(3) Finally play the audiotape again, students chant along and do the actions.

(4) 各组选派一名台前表演。 三、Class Closing:

Homework:(1) 画出一些动作或尽量用动作表演出来来练说:___ing is exercise.

(2) 课余将所学chant 带动作表演给家人或朋友。 (3) Make a chart : 了解身边人的锻炼情况。 板书设计： Lesson 10Exercise

Sixty minutes make an hour! Riding a bike

Walking to school is exercise Running Playing ping-pong Exercises :

一、Fill in the blanks.

1、_____ helps make your body healthy and strong. 2、Sixty m_____make an h____.

二、根据答句补全问句：

1、_________exercise do you need a day? I need about twenty minutes of exercise a day. 2、__________minutes do you need to walk to school? I need about five minutes to walk to school 3、___________do you play ping-pong? I play ping-pong three times a week. 三，连线

1. What do you do after supper ? Twice . 2. What are you doing now ? On foot . 3.How do you do ? Yes, please . 4.May I help you ? I’m coming . 5.Time for supper . it’s Friday today.

6.How do you go to school everyday ? I often go for a walk with my sister 7,How often do you eat breakfast at home ? I often go for a walk with my sister .

8. What day is today ? How do you do :?

Lesson 11Work Hard!

一、教学目标：

1. 知识方面：能听、说、读、写和正确运用high、low和homework等单词。

2.能力方面：能够在日常生活中灵活运用所学的词汇和句型。 .

How many minutes do you _____ ____? About ____ minutes.

3.情感态度，价值观：通过分组练习、游戏培养学生合作互助精神 、通过本课主题培养学生健康的生活观念并且激励学生努力学习。 二、教学重、难点：

1.使学生听写词汇 homework、high、low、等单词 2. 使学生能灵活、运用并练习句型 。 How many minutes do you ___ ___? About ____minutes.

三、教具学具：录音机 教科书 调查表 四、教学过程：

Step1 Warming-up and revision 一、Greeting. 二、Chant.

Everyone，everyone.

reach up high，high、high、high. everyone, everyone. bend low, low、low、low. Step2 New Concepts

一、出示单词卡high、low把high贴在黑板的高处low贴在低处。让学生在手里随意拿一样东西，听教师的口令练习high、low.然后同桌练习。 二、Look at picture2. T:What is LiMing doing?

S:LiMing is doing his homework.

引出homework并且领学生多变换形式拼读几遍。现场采访： T:Do you always do your homework? S:Yes,I do.

T:You work hard at school.

T: How many minutes do you ___ ___? S: About ____minutes. 并且可以拓展话题:

T:Does your father/mother work hard? T:Does your sister/brother work hard? 引出work hard并且练习自编chant: Work hard,work hard, Work hard at school. Work hard,work hard, Work hard at home.

听录音利用课本告诉学生How to work hard at school? How to work hard at home?引导学生拓展话题。

三、（一）、教师鼓舞学生说：Let's work hard ! Does kim work hard ?出示问题，让学生带着问题听磁带，然后做出回答。

（二）、Play a game 练习句型How many minutes do you ___ ___? About ____minutes.

把全班分成若干小组，每组选出一名调查员，利用教师提前制作好的表格进行调查，评选出健康之星、学习之星和勤劳之星。

Step3 Class closing

Homework : 画出一幅有关Work hard 的图画，并写出几句话和同学进行交流。 板书设计:

Lesson 11 Work Hard

How many minutes do you ___ ___? high About ____minutes. low Homework

Unit3

Lessons 13---18 What will you do this summer ?

Lesson13 Summer is coming!

一 知识目标：

1四会单词：fan。

2使学生能够正确描述四季的特征，正确表达自己在夏季喜欢干的事情。

二 能力目标：

培养学生的口语表达能力和对语言的归纳总结和综合运用能力。 三 情感目标：

进一步激发学生学习英语的浓厚兴趣，培养学生乐于与他人交往和交流的精神。 重点、难点：

1对四季特征的描述。 2对四季活动的描述。

教具准备：单词卡片，多媒体课件，教学光盘 教学过程：

一 Greeting and review:

1 T: Hello, boys and girls. Are you ready for English class? OK. Now, let’s begin our English class.

Today, we are going to learn Lesson 17 Summer Is Coming. What’s the meaning? Do you know? 二 New Concepts: (一) No. 1

1 T: I have some questions for you: How many seasons are there in a year? What are they? (课件出示四季幻灯片)

T: Please look at the trees carefully. What happens to the leaves in the different seasons?

“Leaves”, do you remember? What’s the meaning? Can you read it? Read and spell it. Recite it. (出示leaves单词卡片, 并粘在黑板上) It’s the plural form, the singaler form is “leaf”.

T: Look at the leaves in winter? Do the trees have any leaves in winter? (The trees don’t have any leaves in winter.) (板书 The trees ------ leaves in ------.)

T: How about in spring? Do the trees have any leaves in spring? Are the leaves new or old?

(Yes, the trees have new leaves in spring.) T: What colour are summer leaves? (green) Do you know summer leaves can make you cool? So, trees have cool, green leaves in summer. Say it, please.

T: Look at the leaves in fall. Do the trees have cool, green leaves in fall? The trees lose their leaves in fall.

“lose”, what’s the meaning? Here, it means “失去”. What colour are fall leaves? (yellow, orange, red)

T: Class, different seasons, different trees and leaves. Can you say the differences about the leaves ?

2 T: Now, let’s talk about the weather of the four seasons.

How’s the weather in winter? (cold and snowy) (板书 The weather is ------- in ------.)

In spring? (warm and rainy)

What are these? Do you like spring flowers? (出示单词卡片flowers, 并领读，拼读，背诵单词) How’s the weather in summer? Is the weather hot and sunny in fall?

3 T: This time, can you tell me the clothes you wear in the four seasons? What do you wear in summer? (板书 I wear my -------- in -------.) （在学生回答时，适时出示单词fan, 并领读，拼读，背诵单词。）

T: How about in spring? In winter? In fall？

4 T: Now, take out your chart, please fill in the blanks of these three lines, the trees, the weather, and the clothes. Please just write down the key words. It’s OK.

T: Who wants to show your chart? Please come here. (实物投影显示学生表格)

5 T: Now, let’s listen and read the No.1. (二) No.2 and No.3

1 T: There are four seasons in a year. What’s your favourite season? T: But my favourite season is summer. Because I like to lie on the grass in summer. “grass”, do you know? (出示单词卡片grass, 并领读，拼读，背诵单词)

I like to lie on the grass in summer. (板书I like to ----- in ------.) Do you like to lie on the grass in summer?

T: I like to lie on the grass in summer. I like to wear my shorts and sandals in summer. I like to swim in summer. They are my summer fun. “summer fun” , what’s the meaning?

T: What’s your summer fun? What do you like to do in summer?

2 T: Let’s listen to the No.2 and No.3, then tell me: What’s Jenny’s summer fun? What’s Li Ming’s summer fun? T: Let’s read it.

3 T: This time, Please talk about your winter fun, spring fun, and fall fun in groups. And then write them down on your chart.

T: This boy/girl, can you tell us your winter fun/spring fun/ fall fun? 三 布置作业：

T: I’ll give you your homework. Please choose one season, and then write a passage.

Lesson14 Tomorrow We Will Play

一、教学目标 知识目标：

1. 学习和掌握由will构成的将来时态（重点）

2. 使学生可以读、写、说出并且听懂下列词汇：名词：park；加强副词：very；动词：close angry 能力目标：

1.能正确运用will来表述将来时态。(难点) 2.能以明天为内容组织对话。

非智力因素：认识到损害花草树木的错误和危害，并能做到互相监督保护美好环境。 二、课前准备

录音机、磁带，单词卡片，短语卡片；关于本课重点：will和going to 的4个转换句型表格，电脑截取一段动画。 三、教学设计 ㈠师生问候

T: Hello, boys and girls! ㈡复习和导入

1.用What will you do tomorrow…谈论明天将要做的事情。

教师：Let’s begin our new class! Tomorrow we will play! Tomorrow is a new day! A new start! So let’s talk about tomorrow: What will you do tomorrow? 学生：I will…

设计意图：选择学生感兴趣的话题，提供相互交流的机会以及充分表现和自我发展的空间。另外，复习旧识，为新知作铺垫。

2.做游戏Guessing Game用以复习旧识：eat breakfast, drive my car, play sports, read a book, listen to the radio, skip, fly a kite, pick some flowers, look at flowers, run等动词短语。

教师：Do you want to know what will I do tomorrow? 学生：用Will you …进行分组竞猜，猜对的组加1分。

设计意图：引导学生结合语境，采用推测、询问的方式进行交流,扫清了本课的大量动词短语的障碍，使学生在轻松、愉快的氛围中运用语言。 ㈢重点概念will

1.教师:Just now, we will talk about what we will do. 学生：用He will…回答问题。

教师：What rules have you found this part?

学生：这些句子表示的是明天将要发生的事，是将来时态，是以时间的顺序写的，都用的是will 加动词原形的结构。 2、读课文，再次感知语言。

设计意图：让孩子在一个有意义的情景中理解、归纳所教语法项目的意义。引导学生通过观察、发现、归纳等方法，学习新语言，感悟语言功

能。学生自己归纳出的语法概念，一定记忆深刻。 3、小组间比赛， 用will___造句子 I will teach English. I will skip. He will run.

She will go to the park.

设计意图：提供小组合作的机会让孩子在有意义的、生动有趣的情景中练习所学的新项目。

㈣重点句型：What will you do tomorrow? We/I will____.

1、教师：Oh! Look! （指着黑板上的三句话：What will you do tomorrow? I will skip. There are three old friends there. Let’s help them change their faces, too.

学生：将三个句子改成will结构的将来时态。

2、教师：Let’s use our new friends. What will you do tomorrow? S1: I will________.

3、Play a chain game.（连锁问答）

设计意图：过于严肃机械的练习不能引起他们的学习热情。因此，我们应尽可能摒弃直接的、机械的练习，多提供机会让孩子在\间接\的方法：游戏中练习和运用所学的新项目，来帮助他们巩固所学的语法。 ㈤重点句型：Will you____?

1、教师：I will go to the park this Saturday! And I want to find a friend! Will you go to the park? 学生：Sure!

教师：Let’s go! Do you want to find a friend to go with you tomorrow! Ask him or her.

学生：用I will…. Will you…?找朋友。

设计意图：过于严肃机械的练习不能引起他们的学习热情。因此，我们应尽可能摒弃直接的、机械的练习，多提供机会让孩子在\间接\的方法：促进学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力。 2、跟读课文。

教师：Here are some good advices from Mr. Wood. Let’s read and listen. 播放录音，学生跟读。

教师：Which advice will you listen to? 学生：I will….

设计意图：细化教师的语言，使听、读这些指令更加人文化，使学生乐于说英语，用英语。

㈥学说课文Part2：播放教学光盘（或录音） 出示问题：

1. Where will Danny ,Li Ming and Jenny go? 2. What will Danny do? 3. Is Danny right? Why? 播放教学光盘----听 小组讨论--------答

播放教学光盘----跟读（1-2次）

1、 家齐读与小组读相结合，提高学生读的技能。

2、提出自己的疑问。请学生解疑，必要时教师再解释一下。 3、提出very一词，请学生用它来说一说自己周围的人或物。 设计意图：创设情景，让学生有目的的听，读；鼓励学生大胆质疑。 ㈦ 拓展延伸

1、 小组合作以明天为内容组织对话并表演。

设计意图：促进学生获取、处理和使用信息，用英语与他人交流，发展用英语解决实际问题的能力。 2、 看录相，预测将要发生的事。

设计意图：引导学生结合语境，采用推测、询问的方法进行学习，进而运用新语言。 ㈧结束本课:

教师：What have we learned this class? 学生：总结本课所得。

Lesson 15 Jenny＇s Summer Holiday

教学目标

1、使学生能听、说、读和写词汇：lake, ship, swim-swam

2、引导学生描述自己暑假将要做的事。运用一般现在时\\一般将来时\\一般过去式.

教学重难点 1\\Learn and use these words. 导 学 过 程 一、Warming up

1、Greeting：T: Hello, everyone ! Ss: Hi. 2、Rview

A、复习动词的过去式和将来时 yesterday today tomorrow go watch play B、师生、生生问答

T: What do you like to do in the summer? S: I like to swim.

S: I like to play badminton. S: …

T: What did you do last year? S: I went to Chengde. S: I went to the park.

S:(师替学生答) I went to a lake to swim in the lake and played on the beach. 二、Prsentation 1、learning new words。

教师出示lake, ship, boat, swim-swam, 新单词（让学生自己试读教师指导）。 2、让学生试着自己由词组成短语、由词短语组成句子(给出一些适当的词)。 lake, beach, ,ship, , swim-swam, on the beach, I like playing on the beach .

I will play on the beach this summer .

In the ocean . I like playing in the ocean. I will swim in the ocean this summer . What will you do this summer? I will … 3、练习话题

小组讨论：What will you do this summer? 小组汇报：

S: I want to play with my friends. That is fun. 4、跟读课文，回答问题。 Questions:

1, Where did Jenny go last summer? 2, What did Jenny do last summer? 3, What will Li Ming do this summer? 三、Homework :Do activity book 五、Blackboard：

Lesson 16 LiMing＇s Summer Holiday

教学目标 1、 知识目标：

（1）学生能听、说、读和写词汇：visit

（2）正确分析课文，找出Li Ming 今年夏天做的事情。 （3）能运用将来时说出自己的暑假计划。 2、 能力目标:

(1) 能正确运用单词visit。

（2）能运用将来时说出自己的暑假计划。

3、 情感态度目标：通过本课的学习，让学生分别了解中、西方小朋友是怎样过暑假的，了解中西文化的差异。

4、 学习细细策略：通过小组讨论的学习方式，增强学生之间互相合作的能力。 教学重点：

（1）掌握并运用单词visit。

（2）正确分析课文，找出Li Ming 今年夏天做的事情。 （3）能运用将来时说出自己的暑假计划。 教学难点：

能运用将来时说出自己的暑假计划。

教具焦距准备：录音机、磁带、课件、单词卡片。 教学过程：

1 、Class Opening T: Hi, class! C: Hi. Teacher!

T: Would you like to have some fun? C: Yes!

T: OK! Now , let’s chant. (出示课件)

（设计意图：活跃课堂气氛，调动学生的学习兴趣的同时回忆自己夏天喜欢做的事情，为学习新知识做铺垫。）

2 、 T：Summer holiday is coming! Do you want to go on a trip in summer? Do

you go on a trip now? C: OK! Let’s go!

(1) T：First，we will go to the ocean. (出示课件) (2) T : And there is the beach.(出示课件) (3) T: On the beach, there is the sand. (出示课件) Play go fish

（设计意图：通过课件创设真实的海景情境，吸引学生的注意力，提高学习效果。通过援引元音字母和、字母组合和医学过的单词，讲授新单词的发音，降低了学生学习和记忆单词的发音的难度，提高课堂教学的有效性。通过不同形式的练习，减少学习的枯燥，减轻缓解生的学习疲劳。） 3 、T: This summer, I will go to the ocean, I will play on the beach. I will play with the sand. (出示课件)

What will you do this summer? （生先举手说，再讨论) Play Stop!Go!

（设计意图：学生在实际的口语交际中运用所学单词，再用中学，有助于生学生理解新单词的用法，提高他们的语言运用能力。我们教学的最终目的就是能让学生在实际生活中能用自己所学知识进行口语交际，提高他们的实际语言运用能力。）

4、T: Li Ming has a good summer plan. Do you want to know ? C: Yes!

T; Listen and find

What will Li Ming do this summer?(出示课件,讨论并填空 )

Please talk about these four pictures.（出示课件，讨论并填空) （设计意图：以小组讨论的形式完成学习任务，即既降低了学习难度有能培养学生互相合作的团队精神。） 5、Practice

T: Very good. Look. Who is he? C: He is Hai Bao.(出示课件) T: Where is he?

C: He is in Shanghai. (出示课件)

T: Do you like him? This summer, I will go to Shanghai. I will visit Hai Bao and I will say hello to Hai Bao. I will play on the beach. I will play sports with Hai Bao. I will go shopping. (出示课件)

There are many interesting places in our country. (出示课件) T: What will you do this summer? (出示课件生讨论)

（设计意图：通过图片的欣赏，为学生的口语表达开阔思维，培养提高学生的爱国主义精神和明祖自豪感。） 6、Class Closing (1)Sing a song

(2)Homework Write down your summer plan.

Lesson17 ：Danny’s Summer Holiday

教学目标：

1.掌握四会单词:clever.

2.继续学习用will表述自己或询问他人将来要做的事情.能用简单英语描述图片.

3.能热爱运动,热爱生活,热爱大自然. 重点难点: 重点:词汇clever.

难点:一般将来时,一般过去时的运用. 教学准备:

教师:录音机、单词卡、课文课件 学生：单词卡 教学设计 Step1热身 Greetings. T:Hello ,class S:hello ,Miss T:Nice to meet you ! S: Nice to meet you ,too ! 设计目的：复习

1复习动词的过去式和表示将来的形式。 2师生、生生问答

T:What do you like to do in summer?

S:------- Step 3新课呈现 1教学句型：Will you ---? T:What did you do last summer? S:-------

T(幻灯片展示游泳钓鱼、看望亲人等活动图片) Will you learn to fish? 教师引导学生用：No ,I won’t /Yes,I will 教师用其他图片与学生展开对话。 2教学单词clever

T:Will you visit your grandparents？ S:No ,I won’t 教师强调clever. 3播放录音，看书跟读。 4课件展示下列问题:

What did Danny do last summer ? Will Danny swim in the sea ? Will Danny visit his family ? How will Danny go to China ? Where do Danny’s grandparents live? 5讨论并交流以上问题 Step 4 操练

1游戏：用学生自己准备的单词卡复习巩固本课时以及本单元已学过的单词。

游戏操作如下： 两面三刀人或四人一组，词汇卡的内容相同。将这两人或四人一组，词汇卡的内容相同。将这两人或四人的卡片混在一起，然后平均分成两份或四份，行找到成对的单词，剩下的要轮流问对方。 S：Will you ----?

2请编排好的同学全班演示 Step5巩固延伸

同桌之间交流暑假旅游计划并用上学的句型。 Who ? Where? When? How do you go? What will you do ? 板书设计：

Lesson 17:Danny’s Summer Holiday Will you swim in the sea ? Yes, I will No, I won’t. clever

Unit4

Lessons 19---24 LiMing goes home.

Lesson 19 Buying Gifts

教学目标

1、学会flag, every, surprise.

2、掌握How, How many, How far, How much 的用法。 3、学会Will引导的将来时。 教具学具 录音机 教学流程

Step 1, Learn new words.

1, Let students listen to the audiotape carefully and find new words. 2, Teacher collects the words that the students find. 。Teacher writes them on the blackboard and teaches .

3, Then listen again and repeat after the radio.

Step 2, Use the students book and audiotape.1,Listen again and try to translation 。.Know the passage mean.

2,Learn the Future Tense with “Will” Teacher gives the examples, according the examples to write the sentences. For examples: They will go to Beijing. We will learn English..

3,Learn “how, how many, how far, how much” Teacher gives the examples and let students try to find how to use them. For examples: How will they go? How many students are there in your class?—Fifty How far is it from Beijing to Shijiazhuang? ---About three hundred kilometers . How much is it ?----Ten Yuan. Step3, Check for understanding. The students do some exercises. ____ are they? FiveYuan.

____ books do you have ? Eight books. ____ is it ? Two kilometers. ____ will they go home? By bike. 板书设计

Lesson 19 Buying Gifts 1, flag , every, surprise.

2, how, how many , how far, how much.

3, will + 动词原形

Lesson 20 Looking at pictures

教学目标

1、正确运用过去时。 2、识记get, find---found. 3、熟读课文，理解内容。 教具学具 Radio , tape 教学流程

一、Step 1, Learn new words.

1.师：We are getting ready to learn English. Are you ready? 全班：Yes.

师：Good. Get .Say it ,please. 全班：Get.

师：We are getting ready to learn English. Say it ,please . 全班：We are getting ready to learn English. 2. 教师找不到英语书，而后又想起。

教师利用手势和面部表情让学生看明白意思。指着物体引导进行如下对话， 师：Where is my English book ? I forget where it is .

教师： Oh! I find it . It is on my desk. . I find .Say it , please , class . 全班： I find .

教师： （指着另一个物品）I found my English book.

(对着一名学生) Where is your English book ? Do you remember ?

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