网上有关“:小学六年级英语教案——What do you like? Lesson 100”话题很是火热，小编也是针对:小学六年级英语教案——What do you like? Lesson 100寻找了一些与之相关的一些信息进行分析，如果能碰巧解决你现在面临的问题，希望能够帮助到您。

一、教学目标

1．知识目标

（1）学习不完全爆破音。

（2）复习本单元所学重点句型：Do you like something? Do you like doing something?

2．能力目标

熟练运用本单元所学句型。

3．情感目标

培养学生良好的饮食习惯，不挑食，不厌食。

二、教学重点与难点

Do you like something? Do you like doing something?

三、教学过程

Step 1 Revision

1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

2 Revise the verb forms.

Step 2 Word stress

SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

Step 3 Fast speech

SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are ?bitten off? at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

Step 4 Stress and intonation

1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class.

Step 5 Listen and complete

SB Page 44, Part 4, Listening Cassette Lesson 100.

Let the students look at the sentences to be completed in Wb Lesson 100, Ex. 3 before playing the tape.

Tell the students the meaning of the last sentence in the dialogue. After listening, do Ex. 3 in the Wb.

The answers are: 1 milk; 2 rice cakes; 3 bananas; 4 milk; 5 rice cakes and bananas; 6 milk

Listening Text

LI LEI: Hello, Kate!

KATE: Oh, hello, Li Lei! What are those?

LI LEI: These? Oh, theyre rice cakes. Would you like one?

KATE: No, thanks. I dont like rice cakes much.

Look! I have some bananas. Would you like one? Theyre great!

LI LEI: Thanks very much. I like bananas.

KATE: Would you like a glass of milk, too?

LI LEI: No, thanks. I dont like milk.

KATE: Dont you? I like it very much ? and its good for you, too!

LI LEI: Oh, here are Lucy and Lily. Hi, girls!

LUCY: Hi, Li Lei! Hi, Kate! How are you?

LI LEI AND KATE: Fine, thanks.

LILY: What are those, Li Lei?

LI LEI: Theyre rice cakes. Would you like one?

LUCY: Yes, please.

LILY: We like rice cakes a lot. Theyre great!

KATE: What about milk?

LILY: No, thanks. We dont like milk very much.

LUCY: But we like bananas!

KATE: Oh dear! Sorry! Theyre all finished!

Step 6 Ask and answer

SB Page 44, Part 5. Students ask and answer the questions in pairs.

Step 7 Listen and chant

SB Page 44, Part 6*. Play the tape. Students listen and repeat. Now divide the class into two parts and have the first group read every other line, beginning with the first line and group 2 read every other line beginning with the second line. Then switch parts.

Step 8 Read and answer

SB Page 45, Part 7*. Have the students look at the questions first. Now give them 3 minutes to scan the reading for the answers to the questions. In pairs, have the students compare their answers. Then as a class check the answers. Now play the tape and let the students read the text together as a class. After reading ask, Who can cook? What do you like cooking? Have the students volunteer answers.

Step 9 Play this game

SB Page 45, Part 8*. Have students work in groups of four. Instruct each student to write what they like and dont like doing on a piece of paper like the model in the book. Then have each student pass their paper to the person on the right and ask and answer questions with that person. Give the students two minutes, then tell the students to pass this paper to the right again, and now ask and answer questions according to the new paper, etc.

Step 10 Checkpoint 25

Go through Checkpoint 25 in the usual way. Explain any problems. If the students are still having problems with the Present Indefinite Tense, add some extra practice and drilling.

Step 11 Workbook

SB Pages 122-124, Wb Lesson 100, Exx. 1, 2 and 6. Ex. 1 is a good review of intonation of lists and questions. First read each sentence, then have the class repeat. Do this as much as needed until the intonation is correct. In Ex. 2, have the students ask and answer the questions in pairs. Then ask several pairs to ask and answer their questions for the class. For Ex. 6, have the students fill in the chart, asking three classmates, What do you like to do?/What do you not like to do? Have several students share their answers with the class.

Exx. 7 and 8 are optional.

Step 12 Test

Dictation. Dictate the following short passage. My friend Han Meimei likes bread very much. She likes eggs a little, but she doesnt like bananas at all. What about milk? She likes it a lot.

Homework

Finish off the Workbook exercises.

Some ideas for extra practice and enrichment

Let the students plan a talent show. They can do things that they like to do like singing, and dancing or drawing. Have a host and hostess introduce each performance in English. Invite other English classes to be the audience.

Lesson 100教学设计示例

一、教学目标

1．知识目标

（1）学习不完全爆破音。

（2）复习本单元所学重点句型：Do you like something? Do you like doing something?

2．能力目标

熟练运用本单元所学句型。

3．情感目标

培养学生良好的饮食习惯，不挑食，不厌食。

二、教学重点与难点

Do you like something? Do you like doing something?

三、教学过程

Step 1 Revision

1 Revise Do you like cooking? etc. Use the flashcards as the cue for the students to ask and answer questions, as in Lesson 99, Step 2 of the TB. Practise Does he/she like cooking? Do they/we (etc.) like cooking? and so on.

2 Revise the verb forms.

Step 2 Word stress

SB Page 44, Part 1, Speech Cassette Lesson 100. Students listen and repeat. Get them to say where the stress lies. Use gestures to show the stress. Note that all the words have three syllables. The stress falls on the first syllable in those words on the top line, and on the second syllable in those words on the second line. Ask students to add similar words to the two lines if possible.

Step 3 Fast speech

SB Page 44, Part 2, Speech Cassette Lesson 100. Tell the students that some words in English are ?bitten off? at the end because the mouth is too busy preparing to say the next word. Play the tape. Get the students to repeat and practise.

Step 4 Stress and intonation

1 SB Page 44, Part 3. Saying a list: note that the last item in a list has a falling tone, while the previous items have a rising tone. Play the tape. Show the stress and intonation with gestures. Students repeat and practise.

2 In small groups, have the students make up their own lists. They could be lists of colours, or food, or lists of things they like to do. Have them practise saying the list as a group, being mindful of the rising and falling intonation. Then have each group say their list together for the class. 《小学六年级英语教案——What do you like? Lesson 100》由liuxue86.com我整理

人教版六年级上册英语教案五篇

《Last Weekend》教案(一)

　教学目标

　1. 能够理解对话大意,并回答对话下问题。能按照正确的语音、语调及意群朗读对话,并能进行角色表演。

　2. 能够听、说、读、写,并在情景中运用句型 How was your weekend? It was good. Did you do anything else? 提问并回答有关周末活动的安排。

　3. 能够在语境中理解生词drank的意思,并能正确发音。

　教学重难点

　1. 重点:运用句型 How was your weekend? It was good. Did you do anything else? 提问并回答有关周末活动的安排。

　2. 难点:一般过去时动词词尾的规则变化。

　教学过程

　一、课前展示

　1. 师生相互问候。

　2. 教师利用头脑风暴活动激发学生的背景知识,复习相关的动词及动词词组。教师请学生说出周末一般做什么,复习有关周末活动的词汇。如果学生不能够说出很多单词或词组,教师可在课件上出示词组,引导学生描述自己周末一般做什么。

　二、情境导入

　1. 呈现重点句型

　(1) 教师展示日历,请学生回忆上周末做了什么。教师引导学生说出上周末的活动安排,并用一般过去时的句子转述,请学生感受使用一般过去时的语境。师生对话示例如下:

　T: How was your weekend? Busy? Happy? What did you do?

　Ss: I do my homework.

　T: Oh, you did your homework last weekend.

　T: What else did you do?

　?

　(2) 教师说出自己上周末所做的事,并将句子呈现在课件上。课件内容示例如下:

　I was very busy last weekend.

　I cleaned my room last Saturday morning.

　I washed my clothes last Saturday afternoon.

　I cooked a meal last Sunday evening.

　I watched TV last Sunday evening.

　三、自主合作

　教师在课件上呈现两组句子,引导学生认真观察,并尝试找出规律。

　What do you usually do on weekend? What did you dolast weekend?

　I clean my room. I cleaned my room last Saturday.

　I wash my clothes. Iwashed my clothes last Sunday.

　I cook a meal. I cooked a meal last Sunday.

　I watch TV. I watched TV last Saturday.

　教师引导学生小结一般过去式动词的规则变化,即一般情况下,在词尾加-ed,大多搭配表示过去的时间短语,如:lastweekend, last Sunday。教师在课件上用红色标注-ed及last。

　师生进行即席问答,对话示例如下:

　T: Who cleaned your room?

　Ss: ?

　T: Who washed your clothes?

　Ss: ?

　T: Who cooked a meal?

　Ss: ?

　T: Who watched TV?

　Ss: ?

　2. Let?s try.

　(1) 教师在课件上出示主情景图,引入Mike的周末活动。询问学生:Whatdo you think of Mike?s weekend? Was it interesting? 教师在课件上呈现日历,使学生初步了解本课要学习的内容涉及过去的时间。

　(2) 教师要求学生读题并猜测答案。

　(3) 学生读题并猜测答案。

　(4) 教师播放本部分录音,学生听后选择正确答案。

　(5) 教师校对第一题答案时,请学生说出原因,引导学生推导时间,引出lastweekend。

　3. Let?s talk.

　(1) 教师播放本部分录音两遍,学生带着问题听录音,听后回答问题:

　What did Mike do last weekend?

　What did Grandpa do?

　How was their weekend?

　(2) 游戏:听对话,做动作

　教师请学生听对话的录音,当听到描述Mike与Grandpa周末活动及感受的语句时,教师暂停录音,请学生起立,重复读一次,如下所示:

　It was good.(起立并复读)

　I stayed at home with your grandma.(起立并复读)

　We drank tea in the afternoon and watched TV.(起立并复读)

　I watched TV, too.(起立并复读)

　I watched some children?s shows on TV.(起立并复读)

　I cleaned my room and washed my clothes.(起立并复读)

　(3) 教师播放课文动画,请学生看完后完成以下连线活动。

　(4) 师生核对连线题的答案。

　(5) 教师放录音,学生跟读。教师解释单词drank的意义。

　(6) 教师播放课文录音,学生逐句仿读。(提醒学生在跟读的过程中注意模仿录音中的语音、语调)

　四、检测提升

　1. Role Play

　师生分角色朗读课文;同桌分角色朗读对话;教师可挑学生上台表演对话。

　2. 活动1: 教师在课件上呈现Mike?s grandma周末活动的,提问学生:How was Grandma?s weekend? What did she do? Did she do anything else? 组织学生创编新的对话并进行表演。

　3. 活动2: 教师与学生对话,提问该生上周末做了什么以及下周末打算做什么。对话后教师示范如何转述该生的话,然后请学生依照示范与同学对话,并尝试转述同学的活动安排。 师生对话示例如下:

　T: Hi, Lily. How are you? How was your weekend?

　Lily: I?m fine,thank you. It was good.

　T: What did you do?

　Lily: I went to the park with my father and mother.

　T: That?s nice. Didyou do anything else?

　Lily: Yes, I cooked a meal and washed the dishes. Iplayed chess with my dad.

　T: Wow! You are a good girl. What are you going to donext weekend?

　Lily: I?m going tovisit my grandparents.

　T: That?s good.

　教师转述示例如下:

　Lily was happy last weekend. She went to the park withher family. She cooked a meal washed the dishes. She played chess with her dad.She is going to visit her grandparents next weekend.

　五、改编对话

　和自己的伙伴讨论上周做了什么,可参照课文内容进行改编

　《Last Weekend》教案(二)

　教学目标

　能听,说,读,写短语:cleaned my room, washed my clothes , stayed at home, watched TV .

　理解句子:How was your weekend ? It was fine ,thanks . What did you do ? I stayed at home and watched TV.

　能运用过去式询问别人上周末的活动,并会对其作出回答。

　3. 能够运用新学的内容完成 ?Do a survey and report?任务。

　4. 在小组的讨论交流中,培养学生英语的综合运用能力。

　教学重难点

　1.重点:掌握核心单词、词组以及句子。

　2.难点:掌握动词过去式的用法及过去式的读音。

　教学过程

　Step1 : Warm up

　T: Good morning, boys and girls,.

　I usually clean my room and wash the clothes on weekends.

　What do you usually do on weekends?

　S1: I usually do my homework and watch TV.

　S2: I usually play table tennis. ..

　(设计目的:问候语热身进入英语学习状态,同时用一般现在时态提问,为新课一般过去时做铺垫。)

　Step2:Presentation

　T: Today we?ll learn Unit.2Last weekend.

　1. 日历呈现 Last weekend

　(设计目的:直观导入过去时间,上周六和上个星期天。)

　2. New phrases: cleaned , washed ,watched,stayed ,

　cleaned my room , washed my clothes ,stayed at home ,watched TV.

　(

　3. 师板书下列单词的原形clean ,wash ,watch, stay,并用I often clean my room /?造句。

　师板书以上单词原形并且加ed后,用I cleaned my room /?last weekend 造句。

　(设计目的:呈现本节课核心词汇,导入本节课的核心句型。)

　4.学生观察两个词组的不同之处.T:eg: cleaned 是clean的过去式,当我们要表达过去发生的事情时,就要用动词的过去式,规则动词的过去式一般在原型后面加ed. cleaned的ed 发/d/. 师带读.

　用同样的方式教?stay/stayed at room,wash/washed my clothes,watch/watched TV.?. 注意:washed,watched的ed 发/t/.

　(设计目的:通过比较,归纳,让学生获得新知,并学会学习。)

　step：3

　1.出示课件并让学生自己观察回答问题。

　T: How were their weekend?

　S1:He cleaned his room and washed his clothes.

　S2: She stayed at home and watched TV.

　呈现句型:What did you do? 师生问答

　(设计目的:让学生观察课件,说出他们做了什么,操练本课核心句型。)

　生打开课本P15,听录音跟读。

　pair-work T: How was your weekend ? S: It wasfine , thanks.

　T: What did you do ? SI :I stayed at home andwatched TV.

　Listen to the tape of Let?s learn and follow it.

　(设计目的:让学生听课本标准发音,并跟读,培养听说能力。)

　Let?s chant,边做动作边chant:

　What did you do last weekend ? I cleaned my room.

　What did you do ? What did you do ? I washed myclothes.

　What did you do ? What did you do ? I stayed athome.

　What did you do ? What did you do ? I watched TV. (注意:do 的过去式did ).

　(设计目的:利用chant对新知进行渗透并为下面学习做好铺垫。)

　5.Do a survey and report :学生利用表格,进行问卷调查。

　操练句型?How was your weekend?

　--- What did you do?

　(设计目的:通过调查汇报,获得信息反馈,知晓学生对新知掌握的情况。)

　Step 4. 达标检测

　一、写出下列动词的过去式。

　1. wash_____ 2. stay_____3.watch______ 4.clean______ 5.do______

　二、读一读,选一选。

　( )1.你想问同学周末过得怎样,可以说:______.

　A. How was your weekend ? B. Howold are you ?

　( ) 2.你想问同学有多高,可以说:_______.

　How heavy are you ? B.How tall are you ?

　( )3.你想告诉同学:你周末过得很好,可以说:____.

　A. I?mtaller than you . B. It was fine.

　( ) 4.你想问同学上周末做了什么?可以说_____.

　A. What did you do last weekend ?B. What are you going todo next weekend ?

　( )5.你想说:它比我们俩加起来还高,可以说:_______.

　It?s taller thanboth of us together. B. It?s taller than theelephant.

　(设计目的:适当地给予学生课后练习,是对已学知识的巩固,新课的延伸。)

外研社小学六年级上册英语教案

1.人教版六年级上册英语教案

教学目标

　1. 听懂会读Let?s talk。并能做灵活替换练习。

　2.能够听、说、认读句子：What does your mother do? She is a TV reporter.并在现实生活中能够灵活运用，做到语音准确，语调自然。

　3.会唱歌曲《My family》，并能替换歌词演唱。

　教学重难点

　1.熟练掌握本课时的重点单词。

　2.能够在现实生活中灵活运用句型：What does your mother do? She is a TV reporter. 并在现实生活中能够灵活运用，做到语音准确，语调自然。

　3.着重讲解问句与陈述句中动词的变化形式。

　教学过程

　Step 1:warm-up

　1.教师热情地和学生打招呼问好，做简单的Free Talk.

　2.教师为学生播放教学媒体资源中的《chant》,和学生一起拍手说唱。

　3.教师和学生一起复习A部分Let?s learn中的单词：Act like a singer. Spell the word singer，driver...

　Step2: Presentation:

　1.教师用卡片里的单词做替换词，让学生灵活应用的对话。课件出示：

　What do you do?

　I?m a driver.

　I?m a teacher.

　What about you?

　What does he do?

　He is a singer. He is a writer.

　What does she do?

　She is a

　TV reporter....

　2.教师通过教学媒体资源为学生播放课本59页 Let?s try部分的教学内容，

　让学生通过看图，听音进行选择。录音内容如下：

　Woman: What does your mother do? Girl: She is a singer. Woman: What does your father do?

　Girl: He is a teacher. He is a teacher. He teaches Chinese. Man: Circle the right pictures.

　3.学生听完Let?s try部分的录音之后，教师问学生What does your father /mother do ?如果学生回答She?s /He?s a singer/teacher.教师可以继续问Does she /he teach English? Does she /he often sing songs?学生会回答Yes, she /he does. No, she/he doesn?t.复习以前的知识。

　Group work

　What are you going to be?

　I?m going to be...

　然后教师通过教学媒体资源为学生播放Let?s Talk的教学录音，学生跟读。最后教师让学生分角色朗读课文，并鼓励学生做替换练习。

　(在这个过程中教师要给学生讲解动词的变化形式：一般现在时第三人称单词动词后面加s 或者es,在疑问句或者否定句中，前面有了助动词does,后面的动词要变成原形。)

　4.教师给学生呈现Group work 的教学挂图，让学生先认真看图，然后在表格内填上所要采访的同学名字，然后去采访班里的同学：What does your mother/father do?

　如果时间允许，可以让几名学生汇报调查结果。教师也可以根据学生的调查结果对学生进行提问。

　Step 3: Practice

　按要求改变句子。

　教师和学生一起进行背靠背活动。

　学生两个人一组背靠背坐好，每人使用一套职业卡片和家庭成员卡片。左边的同学先把家庭成员和职业卡片一一对应排列好，右边的同学向同伴提问，如: What does your mother do? 左边同学根据自己卡片的摆放位置作答，右边同学根据对方的回答排列自己的卡片。问答结束，两个人的卡片位置应该相同。教师做裁判，看看哪个小组的同学表现得最棒，并发送小礼物表示奖励。

　Step 4.Summary

　Jobs 职业

　driver 司机 teacher 教师 farmer 农民

　player 运动员 worker 工人 cleaner 清洁工

　doctor 医生 manager 经理 dancer 舞蹈演员

　boss 老板 employee 职员 engineer 工程师

　editor 编辑 designer 设计师 reporter 记者

　tailor 裁缝 waiter 男服务员 waitress女服务员

　jailer 狱警 fireman 消防员 conductor 售票员

　accountant 会计 salesperson 售货员

　postman 邮递员 librarian 图书管理员

　policeman 男警察 policewoman 女警察

　教师和学生一起总结本课时的教学重点。

　Step 5.Homework

　1.让学生熟练掌握本单元的重点句型和词组。

　2.让学生听Let?s Talk部分的录音，读给家长或同伴听。

　3.让学生课外完成Task Time 任务，下节课进行交流。

　板书设计 Unit 5 what does she do? A Let?s talk What does your mother do? She is a TV reporter.

2.人教版六年级上册英语教案

教学目标

　1、 能够听、说、认读Let?s read部分的短文，完成相应的活动。

　2、 能够运用所学语言较好完成招聘会的活动。

　教学重难点

　1、本课重点是操练巩固本单元11个职业名称的单词和重点句型：What does he/she do? Where does he/she work? How does he/she work?

　2、本课难点是帮助学生理解短文中的新语言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三个小建议。

　教学过程

　一、Preparation

　(1) Greetings

　(2) Let?s chant(课本第56页)

　(2)Free talk

　预设问题：

　How many people are there in your family? Who are they?

　What does your father / mother do ?

　Where does your father / mother work?

　How does your father / mother go to work?

　How does your father / mother go to work?

　(设计意图：课前chant热身，让学生迅速进入学习状态并复习旧知。通过日常会话，复习巩固本单元主要职业名词及句型，达到温故而知新的目的。)

　二、Pre--reading

　I.T：Now, I will introduce some my friends to you. What do they do ? Can you guess?

　Ss: OK!

　T:OK!Let?s meet my first friend. (投影出示卡片： She works in the school. She teaches English in the school. She loves her children very much. What does she do? She is a ___________)

　师生一起读卡片上的内容后，让学生猜所描述人物的职业，然后揭示答案。

　II.用同样的方法阅读第二个片断.( 投影出示卡片： He works in a car company. He likes math and drawing very much. He can design(设计) many cool cars. What does he do? He is an ______________.)

　师生齐读内容，出示单词卡，教读design。之后师问：What does he do ? can you guess?

　S3: Maybe he is an engineer.T: Yes, he is an engineer. You are very clever!( 揭示答案)

　III.Now, let?s go on , meet my friends. I have many friends. (投影出示卡片： They like beautiful cities. They like traveling(旅游) very much. Who are they? They are ______________)

　Can you read the passage? Have a try, please!

　(学生试读小短文，教师和学生一起读后，教师说出答案并出示tourists单词卡，并领读。)

　IV.投影出示一张城市交通图，在图上标出两个旅行者。

　学习本课难点句子：Help the tourists find their way.并引导学生用英语描述路线。

　V.出示周杰伦照片，讨论交流信息：

　(出示提示句子) Look! I think Zhou Jielun is a singer. He goes to work by car. He likes singing very much. What do you think of Zhou Jielun?(学生看提示语和同位讨论)

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外研社小学六年级上册英语教案5篇

正确把握英语学科特点，积极倡导合作探究的学习方式，提高学生综合素质为学生全面发展和终身发展奠定基础。下面我给大家带来关于外研社小学六年级上册英语教案，方便大家学习

外研社小学六年级上册英语教案1

一、按要求写出下列单词。

1.heavy(比较级) 2.short(比较级) 3.happy(反义词)

4.foot(复数) 5.centimeter(缩写) 6.hot(比较级)

7.smaller(反义词) 8.kilogram(缩写) 9.easy(比较级)

10.up(反义词) 11.Hong Kong(缩写) 12.fat(比较级)

13.feet(单数) 14.centimeter(缩写) 15.little(比较级)

二、选择题，把正确答案的编号写在其前面的括号内。

( )1.How Peter feel,Mary? A .is B .do C .does

( )2.Chen Jie is very , because her dog has run away,

A .bad B .sad C .happy

( )3.My friend likes picture. A .draw B .draws C .drawing

( )4.If you have a fever, you might have the . A .flu B .hurt C .stomachache

( )5.Sarah is sick.What should she not do?

A .Have a rest. B .Go swimming C .Stay in bed.

三、按要求变换句子。

1.nicer, the, the, big, cat, one, is ,small, than(.)(连词成句)

2.Alice's pencil is 22cm long. Betty's pencil is 9cm long.(合成一个句子)

3.A killer whale is 3,600kg.(根据画线部分提问)

4.An apple a day keeps the doctor away.(译成中文)

5.How do you feel today?(根据实际回答)

四、补全对话，把能填入空格处的答案的编号写在其前面括号内。

Sam: Hello,Ted. You look perfect.You are fit now.How 1 are you?

Ted: I'm 50kg.You are 2 than me.You look taller than before.How 3 are you ,Sam?

Sam: I'm 165cm and 45kg.

Ted: Oh, you are 4 taller than me.But you are 5 thinner than me.Please eat more.

Sam:Yes,I want to be as fit as you.

( )1.A. heavy B .tall C. long

( )2.A.stronger B.thinner C.heavier

( )3.A.long B.tall C.much

( )4.A.10m B.10g C. 10cm

( )5.A.5kg B. 5cm C. 10kg

外研社小学六年级上册英语教案2

1. 表示两者之中“较...”，用the+比较级+of the two。

I'll give you the bigger of the two steaks; I'm not very hungry.

我要把这块比较大的牛排给你，我不怎么饿。

2. 定冠词或指示形容词+比较级+名词表示比较。

The taller man is the boss of the restaurant and the shorter one is his brother.

那个身材较高的男人是餐馆老板。较矮的那位是他弟弟。

3. 有少数以-ior结尾的属于拉丁语的形容词，如inferior(次于), junior(年幼的;下级的), posterior(之后), prior(之前), senior(年长的,上级的), superior(优于)等本身就有比较的意思，后面不接 than，常与介系词to连用，后面用宾格。

I am two years junior to you.

我比你小两岁。

该句相当于?

I am two years your junior.

I am your junior by two years.

I am two years younger than you (are).

类似结构还有?

be senior to(年长于)+宾格 ?be older than+主格

be superior to(优于)+宾格 ?be better than+主格

be inferior to(劣于)+宾格 ?be worse than+主格

4. 比较形容词可以被修饰语如a little(一点), much(得多), even(更加), still(更加), far(...得多), very much, any, no, rather, a lot (a great deal), a little (a bit)等修饰，但不可用very修饰，表示某种程度。

The sun is a lot bigger and brighter than the moon.

太阳比月亮大得多、亮得多。

外研社小学六年级上册英语教案3

Holiday

1. 教材内容

本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。

2.教材的地位

本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日展开。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题，特别是西方的节日，。则需要学生课后及时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。

说目标：

1. 教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。

[认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能运用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等进行口语交际。

[能力目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。

2. 教学重难点

教学的重点是让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。

说教法：

1. 教法设计

根据英语这门课本身的特点及六年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。

2. 学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。

3. 教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。

说过程：

1.热身( Warm up)

(1)宣布本节课的学习方式：小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开始“每课一句”，本节课所教授的句子是“Lite is long if you know how to use it.”

[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达能力，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

2.以旧带新 [lead in ]

提供话题Birthday，师生自由交流，然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? ”及回答。然后用Colour 话题引出句型My favourite …

[设计意图] 通过旧知识滚出新知识，是我常用的教学方法之一。以旧带新，学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

3.呈现、操练(Presentation, Practice)

承接Colour话题，引出第一个节日：National Day。利用课件呈现中国国旗。教师引导的话如下：

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

S: Yes…

T： Do you know my country's birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[设计意图] 找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开始了本节课Holiday的话题。同时英语并不是仅仅是一种工具，它是能够表现出情感的。在此由红色引出中国，由中国引出它的生日，简单的几句带有感染力的话就能激发学生的爱国热情。

接着用在谈论生日时所学的句型让学生谈论一下国庆节，使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜出来后，利用谜面锻炼学生听与说的能力。

[设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍，所以虽然它是一个外国的节日，可是学生对它并不陌生。利用谜面，让学生读一读，说一说，谈一谈。在此环节充分锻炼学生的口语表达能力。

圣诞节的出示用一首轻快明了的CHANT作为引入，同时让学生看一段配上音乐的介绍资料，然后用今天要掌握的句型来问一问。之后，出现了一个有关圣诞节的小故事，让学生自由阅读，然后完成后面的题目。

[设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉，从而降低学习效率。在此环节，设计了CHANT 和一段了解性文字的阅读，就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要，适时进行一篇短文阅读。

圣诞节后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友，她先介绍了一下人们如何过圣诞的情况，然后向中国的朋友问了三个有关春节的问题：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教师让学生四人一组讨论后再反馈回答。

[设计意图] 在这儿出现了一封的书写方式，同时很好地导出了下面的内容，教师给学生提供了广阔的自由想像和发挥的空间，让学生运用所学的语言进行扩展性练习。

4. 拓展、巩固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

将一些没有学过的节日收集在一起，让学生猜测出意思，并能说出时间。

(3) Try your best

按自己的能力选做一题，题目要求由难到易，选择不同程度的题所获得的加星也不断增加。

[设计意图] 检查一节课的教学效果，课外知识的拓展，丰富学生的知识面。选做题的设置，再次调动起学生的积极性。本来无望获胜的小组，此时又有了一次机会，不甘失败的心理会让他们充分发挥潜能;而本来胜利在望的小组，此时又有了危机感，让他们不敢掉以轻心。于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能，能于同学互帮互助，一种为本组争光的主人翁意识也在不断膨胀中。从而形成了一个积极的参与氛围。

5 课后作业(Homework)

(1) Look and write

(2) 用至少五句话介绍一个节日

外研社小学六年级上册英语教案4

The National Day holiday

一、说教材

今天这节课是第六单元The National Day holiday的第一教时。在此之前，我已经预先教完了第四单元，学生对于一般过去时中be动词的变化已经有所了解。本课围绕国庆放假这一话题，把有关谈论过去所作事情的日常交际用语、词汇和语言结构有机的结合起来，重点介绍了What did you…do?及其应答，以及规则动词过去式加字母ed的读音。

二、说教法、学法

1，隐性语法教学

课程标准指出，英语教学要淡化语法教学，而这节课中一般过去时的语法知识比较多。在学习一种外语时，如果不了解该语言的内部规则，那将影响学生准确地运用该语言进行交流。即使在小学阶段，孩子也需要一些语法知识帮助他们牢固地、正确地掌握语言。可是语法中过于枯燥的讲解和机械重复的练习形式，容易使所学的语言形式与语言的使用语境、语言的意义脱节，不能很好地达成语法教学帮助提高学生语言的交际能力的最终目的，如何才能避免过于严肃机械的操练，既保持孩子学习英语的热情，又让孩子掌握课程所要求的“枯燥的”语法知识呢?

我们应尽可能摒弃直接的、机械的练习，尽可能结合学生的生活实际，创设各种生动活泼真实的情景来引导学生理解和运用语言知识，多提供机会让孩子在有意义的和有趣的情景中练习和运用所学的语言。本课中我首先请两位学生表演节目来欢迎听课老师，然后让他们想办法取得自己礼物的情景，从学生熟悉的现在进行时What is she doing now? She is dancing.的问话入手，过渡到一般过去时What did she do just now? She danced.导入今天的新内容，让学生初步感知一般过去时。然后通过介绍我和朋友国庆节去农场参观的这个情境，引导学生理解和运用一般过去时。整节课贯穿着谈论国庆节每个人做过的事为主线的话题，学生有话可说，充满兴趣，能比较真实的运用所学的语言项目来交流。学生从语境中感知语言规律，从语境中学会技能，从语境中升华语言交际功能。

本课还设计了各种各样的活动，以活动促说，以活动促用，引导学生通过在活动中体验参与来运用所学语言知识，发展语言技能，提高运用语言的能力。例如，通过Say a rhyme, 培养学生的英语语感，使课堂增添了情趣，提高学生学习兴趣，也淡化了学习难度。Play a game听声音猜同学国庆节做过的事的游戏，让学生积极主动参与活动，巩固了今天所学的语言项目。Do a survey,调查其他人国庆节做过的事情，学生对他人的情况充满好奇，这个活动紧扣本课主题内容，给孩子们提供了一个较真实的情景去使用语言，让他们在玩乐中无意识地训练了所学的语法，促使学生获取和处理信息，用英语与他人交流，发展用英语解决问题的能力。

2.注重听力训练

培养学生“初步运用英语交际的能力”是英语素质教学的目标，而语言技能是交际能力的基础。语言技能包括听说读写四方面。其中听力的独特功能对学生掌握、运用英语起到至关重要的作用，听是学生获得语言信息及语言感受的最主要途径，是提高其他技能的基础，听得正确，才能读得准确、说得流利。学生具有良好的听力理解力，才能更快、更多的获得更准确的资讯。提高学生的听力不是一时半会儿就能做到的，在我们平时的教学中就要注重培养学生认真听的良好习惯，例如，当一位同学谈论完国情假期做的事情后，立即问其他同学What did …do?来检查他是否掌握语言，也督促学生上课认真倾听他人发言。在课的结束，我安排了听一段对话回答问题，一方面是可以了解学生对今天所学内容的理解掌握情况，另一方面也是为等会儿听完后看图用自己语言描述，从语言输入到语言输出作准备。

外研社小学六年级上册英语教案5

教学目标：

知识与能力：

1、能听懂、会说“How tall are you? I’m 1.65meters. I’m taller than this one. How tall is it?”

并能在情景中正确运用。

2、能够知道meter的意思

能够独立完成let’s try的练习

过程与方法：

学生能在合作交流中使用新语言进行沟通

情感与价值观：

培养学生良好的英语学习习惯。

了解基本的计量单位的运用

教学重点：

掌握句型：How tall are you? I’m 1.65meters. I’m taller than this one. How tall is it?”

教学难点：

能在情景中正确运用所学句型并能完成调查表。

教具学具课件准备

录音机及磁带、、学生自备一张调查表 第几课时：2

探索流程 个性添加(教学反思)

1. preparation(预习)

1.日常口语练习。

2.复习单词：taller、 longer、 older、 younger 、shorter

2. presentation(新课呈现)

(1)Let’s try

教师播放录音，学生独立完成练习并核对答案

(2)Let’s talk

a.生阅读对话，并解释大意

b.教师范读，学生跟读

c.分组读，个别读回答问题

d.播放录音，学到再次跟读

3.practice(练习)

(1).T: How tall are you? I’m 1.65metres.引导学生回答，并多加练习。

(2).做完后教师出示问How tall are you?请学生轮流回答。

(3).把出示给学生，让他们加强练习。同桌或小组之间互相练习。

(4).学生两人分角色朗读课文对话。

4.homework(家庭拓展)

(1).做本单元A Let’s talk部分的活动手册配套练习。

(2)听A Let’s talk部分的录音读给同伴、朋友或家长听。

板书设计 作业布置

Unit 1 How tall are you? 2

How tall are you?

I’m 164cm tall.

You’re shorter than me.

You’re 4cm taller than me. 1听A Let’s talk部分的录音读给同伴、朋友或家长听。

2每个学生准备两张，会用学过的比较级单词和相关句型进行演练。(学生可以根据各自的情况以个人或小组的形式来练习。

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