1、（ 六 ）年英语课时教学案【第 一 单元第 1 课时】课题Module 1 Unit1Gowing up课型New课前补改教材简析及学情分析这是本学期的第一堂课，单词和句子都很简单，主要是复习her hair was short and her eyes were big.这个句型，并且利用本句型介绍自己，这是孩子们比较感兴趣的话题，对于教学中的语言知识要“早渗透，中积累，勤反复”，灵活处理，适当讲解语法知识。时刻关注每个学生的学习英语的情绪，根据情况分层达标，承认学生认知水平的差异性，发现问题，及时补救。学习目标1. Listen, say, read and write the new w
2、ords.2. Using the simple present tense to simple truth.重点难点The new words and sentences.教法学法TPR教学资源Tape words card教学过程：情境引入1.Sing an English song.2. The Ss read the Engilsh song.学习新知1. 出示照片介绍朋友或家人。如：T: Look at this photo. This is my mother. Shes about fifty years old. Shes a Chinese teacher. Shes goo
3、d at Art and Music. She likes her students very much.然后把学生分成四人小组，请每位学生介绍自己准备的照片，从关系、年龄、外貌、爱好等方面进行介绍。2在黑板上写出数字（一百以内），让学生用英语快速大声说出来。T: (write 30 on the blackboard) What number is it?S1: Its thirty.（二）While-task procedures1. 顺着上面最后一个学生的话语询问学生的年龄，引出单词month。 T: How old are you? S1: Im eleven years old. T
4、: (show the first photo in Listen and say) Look at this baby. How old is she? She is about two months old. (show a calendar and write month on the blackboard) There are twelve months in a year. 请学生跟读month，然后看着日历回答。 T: How many months are there in spring? S1: There are three months in spring. T: This
5、 month is September. Which month was last month? S2: August. 2. 接着上一活动最后一个问题，出示一张婴儿的照片，引出was, cute。T: Do you know who the baby in this photo is?S1: Is that you?T: No, Thats my mother. In this photo, she was about six months old. She was cute. 出示自己家人小时候的照片，用句型This is He was描述，引出handsome, pretty等词，帮助学
6、生理解生词的含义。3出示Listen and say的图片，播放录音，学生边听边看图片。再次播放录音，教师板书对话中出现的生词was和were，通过与is 和are 对比，帮助学生理解词义。 T: Look at Sally in this photo. Sally was two months old. She was cute. Look at Sally in this photo. She was one year old. She was lovely. What were her eyes like? Ss: They were big. T: What about her hai
7、r? Ss: Her hair was short. T: What does Sally look like in Photo4? Ss: Shes tall and pretty. T: Is her hair long or short? Ss: Her hair is long. 播放对话录音，请学生逐句跟读，鼓励学生尽量模仿录音中人物的语音语调。 4请每对同桌分别选择两张图片互相介绍。教师在教室内来回巡视，如果学生有困难，及时给予帮助。然后让学生填空完成Listen and say的反馈练习，并核对答案。鼓励学生根据完成的词组介绍，描述Sally不同时期的年龄和外貌。交际应用Ask
8、and answer.1. How old was Bally?2. What did she like?3.对子活动。一个学生出示父母或其他家人的照片，请另一个学生猜。 S1: Whos the baby in this photo? Is that your mother? S2: No. This is my father. He was about five months old. S1: He was a sweet baby.拓展延伸1.Ss introduce their partners family members to the other group memebers.2.
9、Play a game: About you板书设计： M1U1 Growing up cute Her hair was short and her eyes were big.handsome Her hair is long.pretty课后反思：小学英语重在真实自然，贴近学生的生活。教材中选用的单词和句式，一般都是社会中最常见，最基础的，但由于种种原因，有些学生还是不能很好的掌握他们的语音、音调。尤其是一些较难读的单词。小学生英语学习有困难的原因既有内因，又有外因。由于原因的错综复杂，一味简单地进行知识到课，搞反复操练，只会使学生对英语学习产生更强烈的厌学情绪。只有摸清原因，对症下药，
10、才能解决困难。（ 六）年英语课时教学案【第 一 单元第 2 课时】课题Module 1 Unit1Gowing up课型New课前补改教材简析及学情分析这节课是对上一节课的巩固复习，通过学习小蝌蚪找妈妈Little Justin的故事复习句型her hair was short and her eyes were big.对于小蝌蚪找妈妈的故事，六年级的学生是非常熟悉的，课文中的巨型也都是简单的陈述句，语态是一般过去时，所以，学生对于本课的学习是比较轻松的。学习目标1. Listen, say, read and write the new words：turtle fly also2. Us
11、ing the simple present tense to simple truth.重点难点The new words and sentences.教法学法TPR教学资源Tape picture教学过程：情境引入1. Have a greeting.2. The Ss introduce themselves. I was My hair was and my eyes were.3. Recite the words.学习新知1. 出示Read a story的挂图，通过提问引导学生观察图片并引出故事。 1) What season was it?(It was spring.) 2)
12、 What was in the river?(There was a tadpole in the river. His names Little Justin.) 3) What colour was Little Justin? (He was black.) T: Little Justin was unhappy because he couldnt find its mother.2. 让学生读图片1的故事，然后教师提问，检测学生是否听懂。3出示图片2和3，首先要求学生四人一组看图提问，鼓励学生仔细观察图片，教师在各组巡视，如果学生有需要则及时给予帮助。 4让学生完成Read a
13、story 的后续练习，然后核对答案。还可以让学生研究小蝌蚪的成长过程，填空完成下面短文。交际应用5.Play a game: Acting拓展延伸Tell the story.板书设计： M1U1 Growing up His mother: green,four legs, no tail ,a big mouth课后反思：小学英语教学应较多地采用认知法，而不是直接法。直接法即大量接触真实的语言，进行真实的交流，大量重复模仿，强化记忆，养成习惯。视听法、听说法、交际法都属于直接法。以直接法为主进行教学，一定要有语言环境 。认知法不排除模仿，但由于缺乏语言环境，学习途径主要是通过理性思维，学
14、习语音、语法、词汇知识，掌握语言规则，指导听说读写，举一反三，形成可持续发展的语言能力。 对于小学生尤其要培养他们可持续发展的语言学习能力，不能排斥语言知识.（ 6 ）年英语课时教学案【第 1 单元第 3 课时】课题Unit 1 Growing up课型new课前补改教材简析及学情分析通过Think and say的练习，帮助学生运用句型He/She was His/Herwas/were 介绍人在不同成长阶段的年龄、身份、外貌特征及爱好。学习目标1.帮助学生复习字母e、i、y和字母组合e-e、ee、ea在单词中的发音。2.通过Make and write的写作活动，让学生进一步巩固和运用核心
15、句型。重点难点1.语音: e, e-e, ee, ea, i, y 2.句型He/She wasHis/Herwas/were教法学法讲授法教学资源幻灯片教学过程：情境引入1. Greeting.2. Review the words.学习新知1. 让学生看Think and say的图片，根据关键词思考如何口头描述图片。然后两人一组练习说一说。请几组学生上来作介绍。 S1: In Photo1, Kitty was a cute baby. She was about six months old. S2: In Photo2, Ben was a primary school studen
16、t. He was 11 years old. S3: 2. 出示Learn the sounds里面的单词，请学生轻声朗读，找出发音规律，教师进行总结。 e, e-e, ee, ea/i:/ i, y/i/ 然后播放Learn the sounds的录音，请学生跟录音朗读单词。3请学生完成Listen and circle的练习，然后核对答案。还可以出示符合发音规律的几组单词，请学生根据读音规律直接拼读。 /i:/ 1）he me be 2) free green three 3) tea bean flea /i/ 1) risk kill pick 2) lip nick hit 3)
17、family thirsty hungry 4学生完成Make and write的练习，在方框内贴两张父母年轻时的照片，并填空完成照片描述。然后学生结对或分组互相交流。交际应用 请学生展示一组自己父母或朋友不同时期的照片并作介绍。教师根据学生具体情况给予提示或帮助。拓展延伸 学生两人一组活动，发给学生两张作业纸。一张上面有四张图片，一张上面有与图片对应的文字。学生一人拿图片纸，一人拿文字纸，互相问答，把文字和相应的图片配对。板书设计：Unit 1 Growing up He/She was His/Herwas/were课后反思：学习途径主要是通过理性思维，学习语音、语法、词汇知识，掌握语言
18、规则，指导听说读写，举一反三， 学生基本能够掌握字母和字母组合的发音。（ 六 ）年英语课时教学案【第 二 单元第 1 课时】课题Unit2 My summer hoilday课型New课前补改教材简析及学情分析本节课是第一模块第二单元的第一课时。本单元主要是学习在暑假过得怎么样？通过Kitty和Alice的对话讨论展开话题。学习句型How was your summer holiday?本课内容对于六年级的学生学习是轻松地。学生已经在过去的学习中接触过假期和过去式的内容。学习目标1. Listen, say, read and write the new words：the Great Wal
19、l the Palace Museum Tiananmen Square2. Using the sentences in the life.重点难点The new words and sentences.教法学法TPR教学资源Tape picture教学过程：情境引入1.Have a greeting.2.The Ss act the last classs story.3. Recite the words.4.Ask and answer:T:What did you go on your holiday?S:I went to .学习新知1.The Ss read the dialog
20、ue and find the new words.2.Play the recording: Listen and sayThe Ss read the dialogue follow in their books.3.Play the recording again:The Ss listen and repeat.4.Ss read the dialogue by themselves.交际应用1.Match and say拓展延伸1.Ss read the dialogue to the other group memebers.2.Play a game: Guessing What
21、s meaning?板书设计： U2 My summer holiday the Great Wall the Palace Museum Tiananmen Squarefamous How was your summer holiday? It was wonderful .课后反思：小学英语重在真实自然，贴近学生的生活。教材中选用的单词和句式，一般都是社会中最常见，最基础的，但由于种种原因，有些学生还是不能很好的掌握他们的语音、音调。需要教师设计恰当的游戏活动练习句型。（ 六 ）年英语课时教学案【第 二 单元第 2 课时】课题Unit2 My summer hoilday课型New课前补
22、改教材简析及学情分析本节课是第一模块第二单元的第二课时。是对第一节课的延伸学习。通过对别人的假期的描述，学习本课的单词和句型。因为有上节课的基础，所以，本节课学生的学习会轻松一些。学习目标1. Listen, say, read and write the new words：enjoy during spent stay countryside2. Using the sentences in the life.重点难点The new words and sentences.教法学法TPR教学资源Tape picture教学过程：情境引入1.Have a greeting.2.The Ss
23、make a new dialogue.3. Recite the words.4.Ask and answer:T: How was your summer holiday?S: It was wonderful .We went to the .学习新知1.The Ss read the dialogue and find the new words.2.The Ss read the dialogue.3.Play the recording:Look and readThe Ss read the dialogue follow in their books.4.Play the re
24、cording again:The Ss listen and repeat.5.Ss read the dialogue by themselves.6.Complete the postcards.交际应用1.Ss read the dialogue to the other group memebers.2.Ask and answer.拓展延伸Do workbookTo help the student sum up the learning of the whole unit.板书设计： U2 My summer hoilday How was your summer holiday
25、? It was wonderful . enjoy during spent stay countryside课后反思： 小学英语教学应较多地采用直接法即大量接触真实的语言，进行真实的交流，大量重复模仿，强化记忆，养成习惯。视听法、听说法、交际法都属于直接法。以直接法为主进行教学，一定要有语言环境 。认知法不排除模仿，但由于缺乏语言环境，学习途径主要是通过理性思维，学习语音、语法、词汇知识，掌握语言规则，指导听说读写，举一反三，形成可持续发展的语言能力。（ 六）年英语课时教学案【第 2 单元第 3 课时】课题Unit2 My summer hoilday课型new课前补改教材简析及学情分析本
26、节课所学内容是帮助学生复习字母e、a和字母组合ea在单词中的发音。及巩固本单元所学知识和技能。学习目标1. 帮助学生复习字母e、a和字母组合ea在单词中的发音。2. 通过学习任务，帮助学生巩固和综合运用本单元所学的知识和技能。重点难点语音：e，a, ea.教法学法TPR教学资源幻灯片教学过程：情境引入1播放Listen and enjoy的录音。出示图片，引入Listen and enjoy的内容。2说段活动。教师在黑板上写几个单词，请淡定生根据黑板上的单词来造句。 单词：visit, go, is, do, watch, ride T: Last Sunday, I visited my g
27、randmother in the countryside. S1: I did my homework in the morning.学习新知1. 小组调查。 S1: What did you do during the summer holiday? S2: I went to the beach during the summer holiday.2. 全班交流。3出示Learn the sounds里面的单词，请学生轻声朗读，找出发音规律，教师进行总结。 e, a, ea/e/4播放Listen and circle的录音，请学生完成练习，然后和学生核对答案。交际应用朗读单词。教师出示符合e、a及字母组合ea的发音规律的单词，请学生根据读音规则直接拼读。
