人教新起点版英语六年级下册全册教案

页Unit1VisitingCanada单元Unit1课题Lesson1GetReady课型TravelPlan教学目标1.学生能借助图片，听懂关于询问天气、衣物准备等对话，并对图片进行排序；2.学生能就出行目的地天气和出行准备进行讨论，根据语境准确询问天气，并提出建议；3.学生能阅读关于出行计划的短文，理解文中将来时态的表意和语用，并积累相应书面表达；4.学生能准确运用将来时（begoingto…\will）描述出行计划，并仿写短文。重点学生能在出行计划相关语境下准确运用将来时难点学生能准确运用将来时（begoingto…\will）描述出行计划，并仿写短文补充词汇复现词汇：twelvemonths,getreadyfor…;clotheswords;Youcan\should\alsoneedto…;pretendtodosth.take…with..随身携带goingawayparty告别会；emailsb=writeanemailtosb.教学准备课件、配套音频等教学过程施教者调整Step1PreparationTalkabouttheweatherandthefavoriteseasonTalkabouttheclothesindifferentweatherorseasonStep2PresentationTeacherletSslookatthepicturesandtalkaboutwhat’shappeninginthepictures.WhenisBillgoingtoCanada?Why?WhoisBillgoingtomeetinCanada?TeacherletsSsthinkandaskquestionsaboutthepictures.What’sBilldoinginthepictures?Howwillyousolvetheproblemwhenyoudon’tknowhowtogetreadyforyourtrip?HowaboutBill?Listenforthefirsttimeandnumberpictures.Listenforthesecondtimeandfillintheblanks(听力文本)ListenforthethirdtimeandunderlineatleastthreesentencesforsuggestionsandtrytobetheWordsMasters.Step3PracticePracticeaskingandanswerWhere\Whenis..going?What’stheweatherlike…?WhatshouldBilltakewithhim?MakeSs’dialogueaboutgoingtoParis(windyandsnowy),Hangzhou(rainy)andSydney(clear),…(模仿A1对话，体验电话交际用语，同时可拓展学生熟悉的目的地，例如非洲国家、极地等)stayforReadanddrawthemind-map:stayforisgoingtostayatBisgoingtostayatBill’svisitingCANADAfeelalsogoto…feelalsogoto…taketakeReadandtalkaboutthemainideaReadagainthecompletethemind-mapinagroupListenandtrytoretellthewholeparagraphReadforthethirdtimeandwritedownanswerstothequestionsCopythephrasesonthenotebookandtrytomakesentencesStep4ProductionToretellthemainideafollowingthemind-mapTrytoreviewthedialogueStep5ProgressToconcludebysummeryTotalkmoreabouthowtogetreadyforatrip.Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutthepreparationofatrip.Unit1VisitingCanadaLesson1LeavingforCanadaWordBanks:Bill:What’stheweatherlikein…?Ted:..Bill:WhatshouldItake\wear…?Ted:Youneed\can\should…【教学反思】Unit1VisitingCanada单元Unit1课题Lesson2MeetingTed’s课型KnowingnewFamilyMembers教学目标学生能借助图片，听懂关于家庭成员职业、性格和爱好等信息的对话，并对图片进行排序；学生能根据语境，准确运用句型Whatdoes…do?He\Sheisa(n)What’syourjob?Whatareyou?询问家庭成员的职业和爱好；学生能根据图片，独立阅读对话文本，理解家庭成员职业，提取职业、外表想、性格等信息，并完成阅读任务；学生能根据提示，仿写关于家庭成员的语段,包括职业、性格、爱好等。重点学生能借助图片和语境听懂、读懂和家庭成员有关的文本对话，并提取相应信息完成听读任务；同时能准确理解文本在相应语境下的准确含义。难点学生能有逻辑有条理的准确生动地描述家庭成员，内容丰富书写规范。补充词汇Inthegarden\livingroom\atwork=onduty时态：一般现在时教学准备课件、配套音频等教学过程施教者调整Step1PreparationPlayriddles:A:It’saroomwhereyoucancook.It’saroomyoucanwatchTV.B:He’saboywhoistallandgoodatplayingfootball.She’sagirlwhoisnotverytallbutgoodatplayingdrama.Step2PresentationTedmeetsBillattheairportTeacherletsSsguessthefirstpictureinthedialogueandsharethereasonTeacherletsSsguesswhataretheygoingtohearinthedialogueandsharethereason.ListenandnumberthepictureListenagainandcompletethemind-maponthebbListenforthethirdtimeandtrytobethewordsmasters(underlineandcircleoutIMPORTANTWORDS&PHRASES)Step3PracticeRolereadthedialogue(A)Practicedialogue(B)A:WhatdoesTed’smother\fatherdo?WhatareTina’shobbies?What’sTinalike?Whatdoes…looklike?B:Whatdoesyourmother\fatherdo?What’sshe\helike?Whatareyourmother\father’shobbies?Readandtalkaboutthemainideaofthedialogue(C)Listen,underlineandcompletethemind-map()cousincousinwwifedaughterUncleBob’sFamilydaughterUncleBob’sFamilyBobBobparentsparentsReadagainandwriteanswerstoquestions.Step4ProductionDrawfamilytreeandtalkaboutfamilymembers(payattentiontoappearanceandcharacteristics).Writeaboutyourgrandparentsfollowingtheexample.Step5ProgressSummarizewhatlearnt:houserooms,familymembers(jobs,characteristics,appearance)Trytotalkaboutotherfamouspersonsyouknow.(Kobe)Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourfamily.补充资源：观看关于描述家庭的视频。Unit1VisitingCanadaLesson2MeetingTed’sWordsbanks:Whatdoes\do…do?What’sthejob?【教学反思】Unit1VisitingCanada单元Unit1课题Lesson3WritingBackfromCanada课型Letterwriting教学目标1.学生能根据图片听懂关于就读学校的基本信息，提取并提取数据信息；2.学生能运用Where\Howmanypupils\Whenwereyouborn?等句型谈论就读学校的基本信息；3.学生能读懂书信，理解文中过去式的运用，并完成阅读任务；4.学生能根据提示，书面描写本人及就读学校基本信息，要求逻辑连贯、语用准确。重点学生能听懂、谈论就读信息，并通过书信阅读复习理解过去时的使用。难点学生能准确书写本人就读信息，有逻辑，表达准确补充词汇日期表达（生日October15th），therebe句型，具体某一天前用介词on,约数数词about，onthesecondfloor教学准备课件、配套音频等教学过程施教者调整Step1PreparationLetSsguesswhatwillhappentoBillafterhearrivesinTed?LetSsobservethepicturescarefullyandpreviewwhatareBillandJennyaretalkingabout.Step2PresentationListenandfillintheblanks.Talkmoreaboutnumbers,schoolnamesandbirthdate.Talk:askandanswerquestionsaboutschoolinpairStep3PracticeLetSstrytolistwhathappenedtoBillinCanada.EncourageSstopredicthowdidBillsharehisexperiencewithhisfamilyorfriendsinChina.LetSspredictwhatdidBillmentioninhisletterbacktoChina.LetSsreadandcompletethemind-map:InthemorningDuringthedaytimeIntheeveningLetSsputsentencesinorder.Reviewbyretellingorreadthewholepassageingroup.Step4ProductionTrytobewordsmasterbycirclingandunderlining.welcomev.sayhellotoshowto…V.lettoseearoundwardroben.afurniturewhereyoucanputclothing,shoesinit.HINTS:CIRCLEOUTALLTHEVERBSINPASTTENSELetSswriteaboutyourdayintimeorderwithpasttense.ReadaboutJennyandunderlineguidesentences.Writeaboutyourself,payattentiontospellingandlogic.Step5ProgressTosummarize:talkaboutyourschoolTotalkaboutyourdayandsummarizepasttense.Homework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourschool.Unit1VisitingCanadaLesson3WritingBackfromCanada介绍学校：生日，学校名称，班额，过去时JennyBill’sLetterWordbanks:bornon:InthemorningSchoolDuringthedaytimeClasssizeIntheeveningHobbies【教学反思】Unit1VisitingCanada单元Unit1课题Lesson4MyBookonNewFriends课型project教学目标1.学生能阅读并讨论并分析他人的基本信息（含birthdate,schoolname,pet,familyinformation,favoriteseason,houseinformation,specialexperience,dreamprofessionetc.）；2.学生能谈论自己和他人的基本信息，并制作PROFILEBOOK；3.学生能结伴或在小组内进一步讨论PROFILEBOOK的详细信息，例如Why?How?4.学生能书写个人基本信息的语段，应含细节描述。5.学生能在阅读、口语活动中理解并区分运用一般现在时和过去时。重点学生能读懂他人的基本信息，并谈论彼此的基本信息，并能制作PROFILEBOOK难点学生能就PROFILEBOOK展开深度讨论，并完成含细节描述的语段书写。补充词汇无教学准备课件、配套音频等教学过程施教者调整Step1PreparationLetSsdiscusswhodidBillgettoknowinCanada?Whatdidheknowabouthisnewfriends?(Makealist)Presentthetasktoday:TomakeaProfileBookforyournewfriendoryourself.Step2PresentationToreadtheProfileBookbyLarryandmakealistoftheinformationbygivingatitletoeachpartofthebookBirthdate(spellingrules)Schoolname(Spellingrules)PetinformationFamilyinformation(moredetailslikeappearanceandcharacteristics)Favoriteseason(reasonforthat)Houseinformation(sentencepattern)Specialexperience(pasttense)Dreamprofession(sentencepattern)TalkaboutLarryinpair.EncourageSstoputforwardmorequestionsaboutmoredetails.ect.WhydoesLarrylikeseason?HowmanypupilsarethereinLarry’sclass?…LetSstomakehis\herownProfileBookWriteanswerstoquestionsonthebookinawholesentenceTotalkbyaskingandansweringinpairandchecktheanswerTomakeone’sownProfileBookStep3PracticeToreadProfileBookinpairinacarefulandcriticalwayToputforwardthreemorequestionsforthebookinpairToaddmoredetailstoone’sProfileBookStep4ProductionTowriteintoapassageTotalkaboutdetailsStep5ProgressTosummarize:HowtomakeaProfileBookTolearntoadddetailsasmanyaspossibleHomework:Copynewwordsandmakesentences.Toreadthedialogueandpassagefluentlyandbeautifully.Towriteashortpassageaboutyourselforsomeoneyoulike.Unit1VisitingCanadaLesson4WordbanksProfileBookWhenwereyouborn?【教学反思】Unit1VisitingCanada单元Unit1课题Lesson5OneWolf&ThreeKids课型Story+同步学练册教学目标1.学生能根据图片推测并读懂故事大意；2.学生能在阅读圈内完成阅读任务，并在组内分享交流；3.学生能模仿故事人物语音语调，并尝试小组表演；4.学生能熟练跟读，体会并分析故事主人公情绪和行为。重点学生能根据图片和提示，独立读懂故事，并尝试表演故事难点学生能通过阅读圈活动深度分析理解文本及故事人物，尝试改变故事补充词汇无教学准备课件、配套音频等教学过程施教者调整Step1PreparationDiscussthestoryaboutwolf.Trytoretelloneofthestoriesonebyone.Step2PresentationLetSsreadthefirstpartofthestoryandtalkaboutwhattheyknowaboutthestoryKnow:Who:Wenwen,Taotao,BaobaoMother,anOldwolfWhere:avillageWhen:MotherwenttovisitthegrandmotherWhat:Wanttoknow:Didthewolfgetintothehouseandhow?Didtheoldwolfeatthethreechildren?LetSsputpicturesNo2-6inorderandtalkaboutthereasoninagroup.LetSsreadthestoryandtrytochecktheirorderingToreadthestoryinmoredetailsandcompletetaskindividuallyinagroup:Passageperson:liststoryplotwithhelpoffish-bonemapDiscussionleader:raisethreequestionsandleadtodiscussinagroupWordmaster:listimportantornewwordsorphrasesandtalkaboutmeaningandusageinthestoryCharacteranalyzer:commentoncharactersinthestoryDiscussinthegroupDiscussinthewholeclassFinishreadingtask:answerthequestions.Step3PracticeWatchthevideoandtrytoberoleinthestoryListenandrepeatTrytoactoutinagroupStep4ProductionRetellthestoryonebyoneinagroupDiscusshowcanyoudefeatthewolfIfthewolfcameagain…Step5ProgressTosummarizethestoryplotToanalyzecharactersinthestoryandselectthefavoriteoneHomework:Readthestoryaloudfluentlyandnicely;Retellthestory;Copythewordsandphrases.Unit1VisitingCanadaLesson5StoryWordbankstastychildrengetdressedin…knockonthedoorblowoutthecandlefurrypullandpulllockthedoor【教学反思】Unit2AllAroundMe单元Unit2课时Lesson1课型Listening教学目标Studentscanreviewbasicvocabularyandsentencesaboutcommunities,parks,neighbourhoodandcities.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanbuildcriticalthinkingskillsandhavetheirownopinions.教学重点Studentscanreviewbasicvocabularyandsentencesaboutcommunities,parks,neighbourhoodandcities.教学难点Studentscanbuildcriticalthinkingskillsandhavetheirownopinions.教学准备pictures,CD,text,paper教学过程施教者调整Step1PreparationWarmupGuesswhatplaceitis:Therearemanykindsofbooksinthisplace.Youcanreadbooksthere.Whatplaceisit?Youcanmaillettersinthisplace.Whatplaceisit?Inthisplace,youcanflyakiteandrowaboat.Whatplaceisit?BrainstormWhatcanyoudoinarestaurant/park/gallery/coffeeshop/postoffice/library?Step2Presentation1.Askstudentstoobservethepictureandpredict.Look!WhatplacesdoyouseeinpartA?TedisshowingBillaroundthecity.Whatplacesdoyouthinktheyaregoingtovisit?WhatdoyouthinkTedwillsaytoBill?Justhaveaguess.2.Nowlistentothetapetoseeifyourguesswasright.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandtrytoorderthepicture.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3PracticeDividestudentsintotwogroups.GroupAlookatMap1,GroupBlookatMap2.Askstudentstoobservethemapandpreparefortheactivity.Makeanexampleofthedialogueintwoorthreegroups.S1:Istherealibraryinyourmap?S2:Yes,thereis.S1:HowcanIgetthere?S2:Gostraightandturnleftatthefirstcrossroads,thelibraryisonyourright...3.Fillintheblankswithaskingquestionsingroupoftwo.4.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.Askstudentstoobservethepictureandpredict.2.Readthemapcarefullytoknowthetask.1)Let’sreadthethefirsttimeandunderlinethekeypoints.2)Let’sreaditthesecondtimeandfillinthechart.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.Step5ProgressBeforeWriting-BrainstormLet’sthinkaboutyourneighbourhoodanddrawamapofit.DuringWritingNowyouhavetenminutestowriteaboutyourneighbourhoodandactivitiesyoucandoandremembertowriterealfeelingsaboutit.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.评价内容GreatBetterGood书写规范句意连贯内容丰富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板书设计】Unit2Lesson1CommunitiesNeighbourhoodCitiesWordbank【教学反思】Ifwecanencouragemorestudentstogooutsideandfeeltherealweather,itwillbebetter.Teachercanencouragemorestudentstoshowtheirdialogues.Unit2AllAroundMe单元Unit2课时Lesson2课型Reading教学目标1.Studentscanreviewbasicvocabularyandsentencesaboutschoolandschoolsubjects.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanimitateandwriteabouttheirownschool.教学重点Studentscanreviewbasicvocabularyandsentencesaboutschoolandschoolsubjects.教学难点Studentscanimitateandwriteabouttheirownschool.教学准备pictures,CD,text,paper教学过程施教者调整Step1Preparation1.WarmupShowthepicturesofschoolandschoolsubjects.Letstudentsreadit.2.Findtheoddoneout.Showagroupofwordsandletstudentsfindtheaddone.Hospital,park,bookshop,spring,supermarket.Brainstorm.Askstudentstosaywordsaboutschoolandschoolsubjectsasmuchaspossible.Lookatthesefourpictures.Whatspecialdaysarethey?Whatdoweusuallydoonthesedays?Laterwewilllistenandnumberthepictures.Step2Presentation1.Askstudentstoobservethepictureandpredict:Look!WhereareTedandBill?Whatdoyouthinktheyaredoing?What’sthisbigbuildinginthemiddleofthepicture?Therearesomeroomsmissingfromthepictureofthebuilding.Whatroomsaremissing?Lookatthesmallpicturesandidentifythem.Whereinthebuildingdoyouthinkweshouldstickthesmallpicturesto?2.Payattentiontothepictures.Listenandmatch.3.Listentotheaudiothefirsttime.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.4.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandtrytonumberthepictures.5.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3Practice1.AskstudentstoreadthequestionsinpartB.2.Askstudentstodiscussthequestions.S1:WhereareBillandTed?S2:TheyareintheWillowPrimarySchool.S1:Whataretheydoing?S2:TedisshowingBillaroundtheschool.2.Grouptalk:letusdiscussourschoolwiththequestionsingroupoftwo.3.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.FreetalkWhat’syourfavoritesubject?Why?WhatsubjectsdoyouhaveonMonday?Whendoyouhaveartclass?2.PicturewalkNowlookatthepictures.WhatdoesBilldooneachschoolday?3.Reading1)Let’sreadthethefirsttimeandunderlinethekeypoints.2)Let’sreaditthesecondtimeandtickinthechart.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.4)RetellBill’sschoolsubjectaccordingtothechart.Step5Progress1.BeforeWriting-BrainstormThinkaboutthefollowingquestionsanddrawasimplemindmap:Whatisthenameofyourschool?Whatroomsdoyouhaveinyourschool?Whereisyourclassroominyourschool?Whatclassesdoyouhave?Whatisyourfavoriteclass?Why?2.DuringWritingNowyouhavetenminutestowriteaboutyourschoolandschoolsubjectsyouhaveandremembertowriterealfeelingsaboutit.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.评价内容GreatBetterGood书写规范句意连贯内容丰富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板书设计】Unit2Lesson2Wordbankschoolsubjectsclassroomschool【教学反思】1.Wecanencouragemorestudentstocometothefronttoshowtheircompositions.2.Teachershouldencouragemorestudentstomaketheirdialogues.Unit2AllAroundMe单元Unit2课时Lesson3课型Reading教学目标1.Studentscanreviewbasicvocabularyandsentencesaboutfriends,classmatesandteachers.2.Studentscanpracticelisteningandreadingskillsthroughthetextsandhavedialoguewithpartnersaboutthetopics.3.Studentscanintroducetheirfavoriteteacherandclassmates.教学重点Studentscanreviewbasicvocabularyandsentencesaboutfriends,classmatesandteachers.教学难点Studentscanlearnaboutdifferentcreaturesintheworldandloveanimals.教学准备pictures,CD,text,paper教学过程施教者调整Step1Preparation1.WarmupSortthewordsingroups.(appearanceandcharacters)Brainstorm:saywordsaboutappearanceandcharactersasmuchaspossible.2.Lead-in3.Askstudentstoobservethepicture.Billistalkingtohismotheronthephoneafterhisfirstdayathisnewschool.Look!Whoarethesepeoplethreepeopleontheright?WhatisBilldoing?WhatmightBillbetalkingabouttohismotheronthephone?Trytoguess.Step2Presentation1.Listentotheaudiothefirsttime.Nowlet’slistentoitthefirsttimeandtrytounderstandthemainpointofthematerial.2.Listentoitthesecondtime.Nowlet’slistentoitthesecondtimeandfillintheblanks.3.Listentoitthelasttime.Nowlet’slistentoitthelasttimeandcorrectyouranswers.4.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.Step3Practice1.1.AskstudentstoreadthequestionsinpartB.2.Askstudentstodiscussthequestions.S1:WhatdoesMissJacksonlooklike?S2:Sheisyoungandpretty.Shehascurlyblackhair.Shewearsglasses.S1:WhatdoesTonylooklike?S2:Heisshortbuthandsome.Heisapopularboyandhe’sveryhelpfultoo.2.Grouptalk:letusdiscusspeoplearoundyouingroupoftwo.3.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.Step4Production1.FreetalkWhoisyourbestfriend?Whatdoeshe/shelooklike?Whydoyoulikehim/her?2.PicturewalkNowlookatthepictures.Whoarethey?Whatdoeshe/shelooklike?3.Reading1)Let’sreadthethefirsttimeandunderlinewhatyoulearnaboutthesepeople.2)Let’sreaditthesecondtimeandtrytoretell.3)Let’schecktheanswerswithpartnersfirstthenteacherwillleadyoutochecktogether.Step5Progress1.BeforeWriting-BrainstormLet’sthinkaboutyourfavoriteteacherorclassmate.Tellyourpartnertheappearanceandthereasonwhyyoulikehim/her.2.DuringWritingNowyouhavetenminutestowriteaboutyourfavoriteteacherorclassmateandtheappearanceandthereasonwhyyoulikehim/her.Writethiscompositionwithyourtruefeeling.3.AfterWriting-EvaluationLet’scheckthecompositionswiththechart.评价内容GreatBetterGood书写规范句意连贯内容丰富Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板书设计】Unit2Lesson3WordbankMyFavouriteTeachernamecharacterMyFavouriteTeacherappearance【教学反思】1.Wecanencouragemorestudentstocometothefronttoshowtheircompositions.2.Teachershouldencouragemorestudentstomaketheirdialogues.Unit2AllAroundMe单元Unit2课时ProjectTime课型Project教学目标1.Studentscanhaveageneralreviewofbasicvocabularyandsentencesaboutanimalsthroughtheproject.2.Studentscanpracticereadingandspeakingskillsthroughtheactivitiesandhavedialoguewithpartnersaboutthetopics.3.Studentscanlearntocooperatewithteammatesinlearningtheproject.教学重点Studentscanhaveageneralreviewofbasicvocabularyandsentencesboutlocationthroughtheproject.教学难点Studentscanlearntocooperatewithteammatesinlearningtheproject.教学准备pictures,CD,text,paper,cards,colorpens,scissors教学过程施教者调整Step1PreparationWarmupLet’shaveabrainstormaboutyourbedroom.Drawapictureofyourbedroom.Whatfurnitureareinyourbedroom?Whereisthechair/desk/bed/wardrobe?Step2Presentation1.AskstudentstoobservethemapofTed’sbedroom.Gettheanswerofthefollowingquestions:Whatcanyouseeinthepicture?Whereisthechair?It’sinfrontofthe...2.Askandansweringroupoftwo.S1:WhereisTed’sdesk?S2:It’sunderthewindow.S1:WhereisTed’sbed?S2:It’snexttothewindow.2.Showthedialogues.NowIwanttochoosesomeofyoutocometothefrontandmakeadialogue.Teacherandstudentswillgivecomments.3.Dividetheclassintotwogroups.Askstudentstoclosethebookandanswerthequestions.Thegroupwithhigherscoresisthewinner.Step3Practice1.LookatBinbin’sbedroom.2.DiscussBinbin’sbedroomingroups.Whatroomisit?Whoselivingroomisit?Whatcanyouseeintheroom?Whereisthesofa?3.Chooseoneofthefollowingroomstodescribe.Whatcanyouseeintheroom?Whereisthe...?4.Drawamapofyourroomandthinkabouthowtointroduceit.NowIwanttochoosesomeofyoutocometothefrontandshowusthedialogue.Teacherandstudentswillgivecomments.Step4Production1.Let’sshare.Letstudentssharetheirprojectandgivecomments.2.Discusstheprojectandgivesomesuggestions.3.Improvetheirprojectwiththesuggestions.Step5ProgressLet’sShareTeachermakesamodelbeforetheactivity.Look!Ichoosemylivingroomtodescribe.Thisismylivingroom.Therearesomefurnitureinmylivingroom...Studentscanwalkaroundtheclassroomandfindpartnerstodothisactivity.Doasmanyroundsaspossible.Teacherprovidenecessaryhelptostudents.Homework1.Copythekeywordsfor3times.2.Readthetextandtrytoreciteit.3.Pre-viewnextlesson.【板书设计】Unit2AllAroundMeDrawapictureofyourbedroom/anotherroomathome.【教学反思】1.Wecanprovidemorehelpinthesharingactivities.2.Ifwecanleavehomeworkforstudentstothinkaboutthequestionsbeforeclass,itwillbebetter.Unit2AllAroundMe单元Unit2课时StoryTime课型Story+同步学练册教学目标1.Studentscanunderstandthemeaningofthestoryandhaveareviewofkeyvocabularyandsentences.2.Studentscanpracticereadingskillsandfinishthetasks.3.Studentscancreatcriticalthinkingskillsandthinkindependentlybylearningthestory.教学重点Studentscanunderstandthemeaningofthestoryandhaveareviewofkeyvocabularyandsentenses.教学难点Studentscancreatcriticalthinkingskillsandthinkindependentlybylearningthestory.教学准备pictures,CD,text,paper教学过程施教者调整Step1PreparationWarmupAskstudentswhichcountrytheyhavebeentoortheywanttogo.Teacherwritethecountryandthepeopleinthecountryontheblackboard.Ifthesewordsarenotmentioned,(Australian,Egyptian,Japanese),teachersays“Iwanttogotothesecountries.Step2PresentationShowthepictureofturnip.T:Lookatthepicture.Wow,whatabigturnip!It’seventallerthanthefarmer!Whatdoyouthinkthefarmerwantstodowiththeturnip?Letstudentspredictthestory.T:Now,pleasereadthestoryandseewhathappened.4.Task1-Getthemainidea.Nowlet’sreadthetextandgetthemainideaofitandcirclethepeopleinthestory.Whatdidthefarmerwanttodo?Whocametohelpthefarmer?2.Task2-Answerthequestions.Nowlet’sraditthesecondtimeandputthesentencesinorderinPartB.Checktheanswerswithpartnersthenteacherleadsstudentstochecktogether.3.Task3-DiscussionNowlet’sdiscusswhydidtheturnipcomeupatlast?Whatdoyoulearnfromthestory?Step3Practice1.Readthestory.NowtrytoreadthestorybyyourselfthenIwillplaythevideoandlet’sdoshadowreading.2.Chooseaparagraphtoreadinfrontoftheclass.Step4ProductionRetellthestoryLet’strytoretellthestorybyusingthefish-bonemindmap.Youcanfinishitingroupsofthreeandeachstudentscanretell3pictures.Teacherwillprovideenoughhelptostudentswhohavedifficulties.2.Encouragestudentstocometothefronttoretellthestory.Step5Progress1.ActitoutStudentscanpracticeactingthisstoryoutingroups.Teacherandstudentswillgivecommentsontheirplay.2.Continuewritingthestory.Homework1.Copythekeywordsfor3times.2.Readthestoryandtrytoretellit.3.Reviewtheunit.【板书设计】Unit2StoryTimeWordbankChinesefarmerJapaneseAustralianEgyptianChinesefarmerJapaneseAustralianEgyptianTheturnipTheturnip【教学反思】Ifwecanencouragemorestudentstoactthisstoryout,itwillbebetter.Therearealotofactivitiessotimemanagementshouldbestrengthened.Unit3DailyLife单元Unit3课题Lesson1课型Revision教学目标通过听、说、读、写等形式的语言互动，帮助学生复习前几册有关MyDay,AfterSchoolActivities,Weekends和FreeTime等话题的重点词汇和功能句，培养学生综合运用语言知识进行交流的能力。引导学生就所听或所读的有关上述话题的信息与他人展开对话交流。引导学生仿照阅读材料，用频率副词陈述自己通常的周末活动。重点通过听、说、读、写等形式的语言互动，帮助学生复习前几册有关MyDay,AfterSchoolActivities,Weekends和FreeTime等话题的重点词汇和功能句。难点学生能使用频率副词并且有条理地谈论自己的周末活动。教学准备课件、配套音频等教学过程施教者调整Step1PreparationGreeting:Free-talkinpairsHowdoyoukeephealthy?ShareideasingroupsSortthemintodifferentgroupsLet’shavealookatBill’sschool-daylife（介绍Bill去加拿大游学）Step2PresentationPre-listeningTalkaboutthesepicturesinPartAinpairsWhatdotheydoat7.00?Whendotheyhavebreakfast?...While-listeningListenandwritedownthetimesandactivitiesListenagainandcheckanswersPost-listeningShareanswersinpairsCheckthemtogetherTalkaboutBill’slifeinCanadaIntroduce“Jetlag”Talkabout“MyDailylife”inpairsDescribethedifferencesbetweenBill’sschool-daylifeandyoursStep3Practice(Let’sseeBill’sweekendlife)Pre-readingTalkaboutthesepicturesinPartCWhatdotheydo?Whenandhowoftendotheydothat?While-readingReadandmatchPost-readingSharetheanswersinpairsCheckthemtogetherRetellBill’sweekendlifeLearnmoreaboutweekendlifeofkids