深圳市义务教育小学英语学科作业设计样例六年级下（第9-10周）

1、小学英语六年级书面作业设计样例（下学期第9周）单元名称Module 3 Things we doUnit 7 Helping others课题 Module 3 Things we doUnit 7 Helping others (Listen and say, Look and learn)节次第一课时作业类型作业内容设计意图和题目来源基础性作业（必做）看图写单词。(1)_(2)_g _意图：学生在本课时已学过这些短语，通过生动的图文配对，训练学生单元核心词汇的形义识记。来源：改编自教材42-432.选择填空。 意图：学生在本课时已经学习了帮助他人的对话语篇，本题在此语境中针对第三人称单数、

2、praise sb. for sth. 等语法点、词组在具体语境中的运用能力。来源：知识与能力训练P38-393.读一读，选择恰当的句子完成对话。意图：学生在本课时已经学习了帮助他人的对话语篇，本题在本具体交际语境中巩固强化相关核心语言，培养学生交际能力及日常用语的运用能力。来源：知识与能力训练P39拓展性作业（选做）1.根据课文内容填空。Today is Sunday. Sally and Peter are in the park. A boy is (1) _.He cant find his dog. Sally and Peter ask: “Whats the (2) _? Can

3、 we help you?” The boy says his dog is small and white. She has a pink (3) _ around her neck. “I saw her (4) _ (5) _ (6)_. She was near the gate, ” says a man. “I saw her (7) _ (8) _ (9) _. She was near the lake, ”says a woman. Peter is going to the lake and Sally is going to ask the (10) _. 意图：在学生学

4、完课文Listen and say的基础上，巩固课文，训练学生对课文的理解及核心词汇的运用，提高学生课文复述能力，内化语言知识。来源：改编自教材P42读一读，选择正确答案。意图：在学生学习本课时对话的基础上，通过主题相关阅读进行阅读理解训练，培养学生获取关键信息的能力。来源：知识与能力训练P39-40根据提示，写一则寻狗启事。意图：在本课时课文情景中拓展写作，提升学生书面表达及信息组织能力。单元名称Module 3 Things we doUnit 7 Helping others课题 Module 3 Things we doUnit 7 Helping others(Listen and

5、enjoy, Ask and answer)节次第二课时作业类型作业内容设计意图和题目来源基础性作业（必做）观察图片，完成句子。意图：学生已在1、2课时学习了帮助他人的对话语篇及问答能够帮助他人的事情，本题通过观察图片补充完成句子，巩固对能够帮助他人做事的表达。来源：改编自活动手册P492.读一读，用所给单词的适当形式填空。意图：学生已在1、2课时学习了帮助他人的对话语篇及问答能够帮助他人的事情，本题聚焦关键知识点，提高学生语法综合运用和表达的准确性。来源：知识与能力训练P393. 根据提示，补充完整句子。We can _ after school.We can _at home.We can

6、 _ on the road.意图：学生已在1、2课时学习了帮助他人的对话语篇及问答能够帮助他人的事情，本题通过根据提示写句子，提升学生书面表达能力。来源：改编自课本P46拓展性作业（选做）情景交际：根据上下文选择正确的句子。意图：学生已在1、2课时学习了帮助他人的对话语篇及问答能够帮助他人的事情，本题在本具体交际语境中巩固强化相关核心语言，培养学生交际能力及日常用语的运用能力。来源：活动手册P49阅读短文，回答问题。意图：在学生学习本课时对话的基础、初步感知单元话题的基础上，本题通过读短文提取关键信息，整进整出回答问题，培养阅读能力同时提升学生整句表达能力。来源：活动手册P50同学们，你们是

7、家中的好帮手吗？请在同学之间做一个小调查，看看同学们都能在家承担哪些家务，并写一写在家如何帮助父母。意图：学生在Do a survey板块已经练习过如何对同学做调查。本题通过做调查和口头汇报，加强训练学生综合语言运用能力，培养学生迁移创新能力。同时，本题为学生提供框架指引，训练学生对本课时核心句型的书写运用。单元名称Module 3 Things we doUnit 7 Helping others课题 Module 3 Things we doUnit 7 Helping others（Read a story, Learn the sounds）节次第三课时基础性作业（必做）读一读，判断单

8、词划线部分发音是否相同，相同的打“”，不同的打“”。意图：本题通过辨别形近发音组合，训练学生所学语音知识在具体单词中的识别，提高学生语音意识，突破发音难点。来源：知识与能力训练P38根据课文，补充完整故事。People (1) _ the bee (2) _ her hard work. The ant was not happy. She (3) _, “ I also work hard (4) _ (5) _ but people never praise me. Why?” The bee says, “You and I (6) _ work very hard. But you w

9、ork for (7) _. My work also (8) _ flowers and people. ”意图：在学生学完课文The bee and the ant的基础上，巩固故事学习，训练学生对课文的理解及核心词汇的运用，提高学生课文复述能力，内化语言知识。来源：改编自课本P44阅读理解。Helping others makes you happy, tooWhen Isabels teacher asks, “Who do you want to be when you grow up?”, Isabel has no answer. A scientist? A teacher?

10、A basketball player? None of these sounds right to her.Isabel knows it makes her happy to help her friends, her neighbours and her family. But can a person really grow up to be a helper?Its time for Isabel to open her eyes and her heart. She takes a long walk through her town and sees different peop

11、le doing different jobs: police officers drivers, teachers, doctors and nurses. They are helping others every day.“Service and giving back have played a big role in my life,”Isabel thinks.( ) 1. Isabel is a_A. nurse B. teacher C. doctor D. student ( ) 2. Isabel wants to be_.A. a basketball player B.

12、 a scientist C. a teacher D. none of them ( ) 3.Isabel feels happy when she_A. helps others B. studies at school C. plays basketball D. stays at home ( ) 4. Isabel understands people helping others every day by _.A. reading books B. walking through her townC. watching different people doing differen

13、t jobsD. Both B and C意图：学生已经前三课时中学习有帮助他人的对话及故事，本题在相关主题语篇阅读中拓展学生相关语料，培养学生获取信息能力，培养阅读技能。来源：新编拓展性作业（选做）完型填空。Yesterday Tom and Ben went to a park to ride bikes. Suddenly they saw a little girl crying. They stopped and wanted to help her. The girl told them that she couldnt find her pet cat. The cat was

14、yellow and she had a red bell 1_her neck. Tom and Ben rode their bikes to 2_ the cat. They asked the park gatekeeper. He said he saw a cat near the lake about an hour ago. Luckily, they 3_ the cat near the lake.The girl was 4_. She 5_ Tom and Ben a lot.( )1.A.in B. on C. around ( )2.A.find B.look C.

15、 look for ( )3.A.found B. looked like C. looked for ( )4.A.sad B.angry C. happy( )5.A.gave B.thanked C.saw意图：学生已经前三课时中学习有帮助他人的对话及故事，本题在相关主题语篇完型填空中拓展学生相关语料，培养学生综合语言应用能力。来源：新编在不同情况下可以如何帮助别人呢？选择句子，补充完整内容。意图：学生已经前三课时中学习有帮助他人的对话及故事，本题拓展助人情景，培养学生综合语言运用能力及逻辑思维。来源：新编人类之间互相帮助，动物也能帮助同伴或人类哦！请在网上进行信息搜索，找出三种以上动物

16、，完成小作文Animals can help.提示：frogs, penguins, dogs, .Animals can help_意图：通过学习任务(Task)，结合具体语境，帮助学生巩固和综合运用本单元所学的语言知识和技能，提升学生的综合理解能力和写作能力。来源：新编单元名称Module 3 Things we doUnit 7 Helping others课题 Module 3 Things we doUnit 7 Helping others (Review)节次第四课时作业类型作业内容设计意图和题目来源基础性作业（必做）拓展性作业（选做）读句子，根据首字母填单词，注意单复数。The

17、 dog has a yellow b_ around its n_.We need to show our students card to the g_ before we get into the school.The teacher p_ Alice for her hard work. I saw your mother 10 minute a_.意图：学生在之前的课时中已经学习了这些核心词汇的词义和拼写，本题利用首字母填词，巩固学生对单元核心词汇的拼写掌握及在具体语境中的使用。来源：改编自课本连词成句。look your like what dog does_Her all for

18、 they her praised work hard_flowers my also people and work helps_only, you, your, work for, queen, and_意图：学生在前面三个课时中已复习了用一般将来时描述未来，本题通过填写动词的适当形式，提高学生语法综合运用和表达的准确性。来源：活动手册P17选择词组填空。works hard an hour ago in ten minutes cross the street picking up the rubbish1. Look! Ben and Jill are_on the street no

19、w.2. We should help the blind_.3. Kitty saw a small cat near the tree_.4. My brother is a teacher. He _ every day.5. Lets meet at the school gate_. 意图：在4个课时学习后，本题帮助学生巩固核心短语在语境中的综合运用。来源：新编和你的小伙伴一问一答，了解他们曾经帮过别人什么忙，以及准备今后如何帮助他人。意图：学生在四个课时学习后已经能熟练用英语听、说、读、写本单元主题相关内容，本题通过口语拓展阅读训练学生综合语言能力，并复习一般过去时。来源：选自知识

20、与能力训练P382. 阅读理解。意图：学生在四个课时学习后已经能熟练用英语阅读本单元主题相关内容，本题通过拓展阅读，训练学生阅读理解及提取关键信息的能力，拓展单元主题相关词汇，提高学生综合语言运用能力。来源：选自活动手册P105-1063.助人为乐是一种美德，能够给我们带来快乐和内心的满足。请回忆你印象深刻的一件助人为乐的事情，写一写，至少六句话。What is your name? When did you help others? Where did it happen? What did you do? How did you help him/her/them? How did you

21、 feel? What did you think?Helping othersMy name is _ ._ (when), I went to _ _I feel _ when I help others. I think _意图：在学生在学完本单元内容的基础上，结合自己的情况进行写作，题目中的图片和语言提示为学生提供框架指引，训练学生联系生活独立写作的能力，也引导学生帮助他人。来源：新编小学英语六年级书面作业设计样例（下学期第10周）单元名称Module 3 Work and playUnit 8 Reading Signs课题 Unit 8 Reading Signs (Listen

22、and say. Look and learn.)节次第一课时作业类型作业内容设计意图和题目来源基础性作业（必做）1.看图写单词。意图：学生在本课时已学过这些新词，通过生动的图文配对，训练学生单元核心词汇的形义识记，巩固词汇学习。来源：自编2.读句子，用方框中所给单词的正确正确形式完成句子。 say they smoke city quiet1.Please keep _.2. There are many _ in China.3. We must look for _.4.Pay attention to the sign“No_.”5.They went to the forest an

23、d _ to me.意图：学生在本课时已学习了核心词汇的用法。本题在语境中综合训练这些语法点的运用能力。来源：自编3.看句子，给下面的图片排序。You should keep quiet here.You shouldnt smoke in the cinema.The sign said: “Dont walk on the grass.”Do not swim there.There is a primary school nearby, please be careful.意图：学生已经在课文中Listen and say初步了解了祈使句的用法。本题进一步在具体语境中学会认读标识，巩固强

24、化相关核心语言，培养学生日常用语的运用能力。来源：改编自评价手册拓展性作业（选做）1.根据图片提示完成句子。意图：在学生学完课本Listen and say的基础上，巩固课文，训练学生对课文的理解及核心词汇的运用，提高学生归纳总结的能力，内化语言知识。来源：改编自评价手册2.选择合适的词完成句子。意图：在学生学完课本的基础上，训练学生对课文的理解及核心词汇的运用，提高学生归纳总结的能力，内化语言知识。来源：活动手册3.看一看下面的图片，把正确的编号填入句子前的括号内。 意图：学生已经在课文中Listen and say初步了解了祈使句的用法。本题进一步在具体语境中给出更多的标识牌，以巩固强化相

25、关核心语言，培养学生日常用语的运用能力。来源：改编自评价手册单元名称Module 3 Work and playUnit 8 Reading Signs课题 Unit 8 Reading Signs (Read and tickThink and writeLearn the sounds)节次第二课时基础性作业（必做）读一读，找出重读音节位置与其它两个不同的单词。意图：在学生课上复习相关单词发音后，通过区别多音节词的重音音节，训练学生本单元语音知识，提高学生语音意识，突破发音难点。来源：知识与能力训练2.读一读，给下列句子排序。意图：学生在Ask and answer中已学习了如何用英语表达

26、标识牌。本题通过看图造句，巩固学生对课文的理解和运用。来源：活动手册3.选词填空，完成短文 look wait underground give colorful middle danger 意图：学生已经在1-2课时中学习运用了本单元的核心词汇；本题提供一个篇章语境，进一步强化学生对核心词汇的运用，培养学生阅读理解能力及语言综合运用能力。来源：改编自知识与能力训练拓展性作业（选做）1.选择最佳答案。（ ）1.We can follow _back home.them B. they C. their（ ）2.Dont_.worry B.worried C. worrying（ ）3.Look

27、 _the stones on the ground. A.in B. on C.at（ ）4.May I _in?come B. coming C.c ame（ ）5.They_into the forest yesterday.went B. go C. goes意图：学生已经学习过相关核心语言和词汇。本题通过选择填空的形式，加深学生对祈使句，介词使用等语言知识的理解。来源：自编1.What does this sign mean (含义)?It means “_”. 2. Can he go fishing here?_ 3. What should you do when you se

28、e the sign?I should _. 4. What does this sign mean (含义)?It means “Dont _”. 5.What does this sign mean (含义)?It means“No _”. 意图：在学生学习Look and read的基础上，本题进一步强化学生理解能力，并通过填空练习培养学生获取关键信息的能力，同时扩大学生相关主题词汇量及知识面。来源：自编3.阅读短文，根据短文内容，判断对（）错（）。（10分） Jack and Jane lived by the forest. Their father often said to th

29、em, Never go into the forest. You may get lost. One day, Jack said to Jane, Lets go into the forest and have a look.Jack and Jane went into the forest. They saw beautiful flowers and interesting insects. They were happy. After some time, they felt hungry and tired.Jane looked around. She could not f

30、ind her way. She said to Jack, Jack, were lost! Dont worry. Look at the stones on the ground. I dropped them on the way. We can follow them back home, said Jack. Jack and Jane followed the stones back home. Their father was very happy to see them.根据短文内容判断正(T)误(F)。( )1. Jack and Jane lived near the m

31、ountains.( )2. Jack and Jane didnt go to the forest.( )3. They felt happy but hungry.( )4. Jack was very clever.( )5. At last, they were lost.意图：在学生内化课文故事的基础上，通过新的故事阅读理解，通过理解判断培养学生略读、寻读等获取关键信息的能力，训练学生综合语言运用能力。来源：自编单元名称Module 3 Work and playUnit 8 Reading Signs课题 Unit 8 Reading Signs (Read a story)节次

32、第三课时基础性作业（必做）1.单项选择意图：学学生已经学习过相关核心语言和词汇。本题通过选择填空的形式，加深学生对祈使句，介词使用等语言知识的理解。来源：自编2.连词成句1.go , the , lets , into , forest （.）_2.was, father, their, to, them , see, happy, very（.）_3. from, just, Shanghai, came, I （.）_4.have, we, animal, some, signs （.）_5.there, is, a , here, toilet （?）_意图：在学生学习read a st

33、ory课文的基础上，巩固课文核心句型，训练学生正确书写句子的能力。来源：新编3.阅读对话，回答问题。意图：本题进一步在具体的对话篇章巩固强化公共场所标识相关话题知识，通过回答问题，加强学生提炼信息的能力，培养学生交际能力及语言综合运用能力。培养学生迁移创新能力。来源：活动手册拓展性作业（选做）1.读一读，把句子前后两部分配对。（5分）意图：在学生学习课文的基础上，通过新的情景会话问答配对的方式培养学生获取关键信息的能力，训练学生对本课句型的掌握及使用，加强学生对知识的理解和运用，内化语言知识。来源：自编2.读一读，判断下面的句子，正确的选T，错误的选F。 To cross the road,

34、look around. Dont play and run on the road. Stop for a while when you see the light is red. Teachers and parents often tell us, we should not only talk about this sentence, but still deeply record in the hearts of safety, so that accidents may become less and less . Let us be happy and safe.Allow th

35、e possibility of traffic accidents have become less and less, it is necessary to know rules of the road, here are some rules of the road.1. Cyclists should follow the right side of bike paths.2. When the light is red, we must stop ad wait.3. Take the bus one by one, do not crowd.4. Walking on the si

36、dewalk, there is no sidewalk to walk on the roadside.根据短文内容填空。When the light is red, we must _.We all obey the traffic rules, the accidents will become _.Its necessary _ _ rules of the road.Dont crowd when we _ _ the bus.We should walk on the _.意图：学生在四个课时学习后已经熟悉本单元主题相关内容，加强对本主题的训练。本题通过拓展阅读训练学生的跳读、速读

37、等阅读技能，阅读理解及提取关键信息的能力，提高学生综合语言运用能力。来源：自编3.写作意图：在学生学完前几个课时的基础上，巩固强化公共场所标识相关话题知识，结合图片信息进行写作训练，训练学生独立写作的能力，强化单元核心语言的运用。来源：自编单元名称Module 3 Work and playUnit 8 Reading Signs课题Unit 8 Reading Signs (Review)节次第四课时作业类型作业内容设计意图和题目来源基础性作业（必做）1.根据课文内容填空。I met an interesting girl in the u_ station today . She was

38、from the UK . She came to Shanghai for the first time . She found many things d_ from the ones in the UK .She told me the s_ for the underground station in the UK is a big red circle . She also told me some s_ signs in the UK . People can see signs for a_ in some places, because sometimes animals us

39、e the roads too .意图：学生在前3课时已经学习这个篇章的内容以及核心词汇的词义、拼写，本题利用篇章复述训练学生巩固语言知识及重点词句。来源：自编2.阅读理解 At the underground station意图：学生在四个课时学习后已经熟悉本单元主题相关内容，加强对本主题的训练。本题通过拓展阅读训练学生的跳读、速读等阅读技能，阅读理解及提取关键信息的能力，提高学生综合语言运用能力。来源：选自活动手册3.小小设计师意图：本题首先根据内容提示进行设计、描述公共场所的标识，训练学生组织句子的能力；再用以问答的形式引导学生联系生活实际，引导学生的写作逻辑，思考关键信息，落实笔头训练

40、，加深学生对核心语言的理解，提高学生的综合语言运用能力。来源：选自活动手册拓展性作业（选做）1.阅读理解A Difficult QuestionFour girls went to school every day by taxi.One day one of the girls said, “Theres a maths test this morning. Lets get to school late. Then we dont have to take the test.”“What can we tell the teacher?” one of the girls said. “Hell be angry