染雾小学六年级英语教案设计示例 篇一
标题：Animals in the Zoo
教学目标：
1. 学生能够认识和掌握一些常见动物的英文名称；
2. 学生能够用正确的句子结构描述动物的外貌特征；
3. 学生能够通过观察和描述，提高他们的观察力和描述能力。
教学重点：
1. 掌握常见动物的英文名称；
2. 学会用正确的句子结构描述动物的外貌特征。
教学准备：
1. 动物图片或卡片；
2. 大黑板/白板；
3. 彩色粉笔/白板笔。
教学过程：
Step 1: Warm-up
1. Greet the students and ask about their favorite animals.
2. Show pictures of different animals and ask the students to name them in English.
3. Introduce the new vocabulary: lion, tiger, elephant, giraffe, monkey, and panda. Practice the pronunciation together.
Step 2: Vocabulary and Sentence Practice
1. Divide the class into small groups and give each group a set of animal cards.
2. In their groups, students take turns showing a card to their teammates and describing the animal using a sentence structure like "The lion has a big mane. It is very fierce."
3. Encourage the students to use adjectives to describe the animals' appearance.
Step 3: Whole Class Activity
1. Ask each group to choose one animal card and come to the front of the class.
2. Give each group a chance to describe their animal to the whole class using complete sentences.
3. As a class, discuss the similarities and differences between the animals.
Step 4: Consolidation
1. Have a quick review of the new vocabulary.
2. Divide the class into pairs and ask them to take turns describing an animal to their partner. The partner has to guess which animal it is.
3. Encourage the use of complete sentences and adjectives in their descriptions.
Step 5: Homework
Ask the students to draw their favorite animal and write a short paragraph describing it using the sentence structure practiced in class.
小学六年级英语教案设计示例 篇二
标题：My Dream Vacation
教学目标：
1. 学生能够运用所学的句型和词汇描述一个梦想的度假地点；
2. 学生能够提高他们的口语表达能力和写作能力；
3. 学生能够通过分享和交流，增进彼此之间的了解。
教学重点：
1. 学会用正确的句子结构和词汇描述一个梦想的度假地点；
2. 提高口语和写作能力。
教学准备：
1. 世界地图；
2. 大黑板/白板；
3. 彩色粉笔/白板笔。
教学过程：
Step 1: Warm-up
1. Greet the students and ask if any of them have been on a vacation before. Allow a few students to share their vacation experiences.
2. Show a world map and ask the students if they can point out any interesting vacation destinations.
Step 2: Vocabulary and Sentence Practice
1. Introduce new vocabulary related to vacations, such as beach, mountains, city, and countryside.
2. Ask the students to think about their dream vacation and describe it using the sentence structure "I want to go to _______ because _______." Model an example for the students.
Step 3: Pair Work
1. Divide the class into pairs and ask the students to take turns describing their dream vacation to their partner.
2. Encourage the students to ask follow-up questions to learn more about their partner's dream vacation.
Step 4: Whole Class Activity
1. Ask a few pairs to share their dream vacation descriptions with the whole class.
2. Encourage the students to ask questions and share their opinions on their classmates' dream vacations.
Step 5: Writing Activity
1. Ask the students to write a short paragraph (5-7 sentences) describing their dream vacation.
2. Provide sentence starters or prompts to help students organize their writing, such as "I want to go to _______ because _______. Some activities I would do there are _______. I think it would be _______."
Step 6: Sharing and Feedback
1. Ask a few students to read their paragraphs aloud to the class.
2. Provide feedback on the students' writing, focusing on sentence structure, vocabulary usage, and overall clarity.
Step 7: Homework
Ask the students to create a collage or poster showcasing their dream vacation destination, using pictures and words to describe the place.
小学六年级英语教案设计示例 篇三
小学六年级英语教案设计示例
Step 1 Revision
1 Revise the names of foods and drinks. Practise using eat and drink. Say For breakfast I drink 2 glasses of milk. For lunch I eat a bowl of rice and for supper I eat some meat. Ask: What do you have for breakfast, lunch and dinner? Write the question on the Bb. In pairs have the students answer this question.
2 Revise What would you like? Would you like some bread? etc.
3 Revise How many apples can you see? etc.
4 Check Homework.
Step 2 Spelling and pronunciation
SB Page 14, Part 1, Speech Cassette Lesson 76 (Phonic Reading Work). Books closed. Follow the same steps as in Lesson 68, Steps 2-3, in the TB. Use flashcards rather than going straight to the book.
Note: When pronouncing the words fourteen and forty it is important to make sure the students pronounce the /n/ at the end of fourteen and the /i/ at the end of forty. Also, for many English speakers, especially Americans, the /t/ in forty is pronounced as a /d/ such as /fordi/. This is the same for all the numbers ending with -ty except for the number twenty.
Step 3 Practice
Practise the difference between -teen and -ty. Write two columns on the Bb as follows:
Ⅰ Ⅱ
13 30
14 40
15 50
16 60
17 70
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18 80
19 90
Say a number (e.g. 16）. The students should hold up one finger (because 16 is in column one). Repeat with other numbers, then get the students to work in pairs.
Step 4 Sentence stress
SB Page 14, Part 2, Speech Cassette Lesson 76. Books closed. Tell the students to listen for the stresses. Play the tape. Then play it again and get students to repeat, showing the stress with a gesture. Practise as much as necessary. Point that only key words are stressed. (See Appendix in TB 1 A, Page 159.)
Step 5 Listening
SB Page 14, Part 3, Listening Cassette Lesson 76. Wb Lesson 76 Ex: 2. Have the students read the questions before you play the tape. Check the answers orally.
Listening Text
(Doorbell)
TIM: Oh, hello, Li Shan. Glad to see you.
LI SHAN: Hello, Tim. Glad to see you, too!
TIM: Please come in and have a seat. Would you like something to eat? I have some nice apples and pears here.
LI SHAN: Thank you very much! Id like an apple, please.
TIM: Here you are. Would you like some bread, too?
LI SHAN: Yes, please.
TIM: Good! Here are some pieces of bread.
LI SHAN: Thank you. Two pieces, please.
TIM: What about something to drink?
LI SHAN: A glass of water, please.
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TIM: OK. Here you are.
LI SHAN: Thanks.
The answers are: 1 C; 2 C; 3 B; 4 C.
Step 6 Find the food and drink words
SB Page 14, Part 4. Assign this as Homework. Answers: (across) 1 tea; meat; 2 bread; 3 orange; pear; 4 cake; 6 milk; water; 7 apple. (down) 1 rice; 17 banana.
Step 7 Read and act
1 SB Lesson 76, Part 5*. Teach the phrase order food. Ask and write this question on the Bb. What do Lucy and Lily order to eat? Say Please listen. Play the tape. Check for the correct answer (a hamburger, potato chips and ice cream). Read the dialogue aloud together after the recording.
2 Divide the class into groups of four and have the students practise and act out the dialogue. Instruct the students that the man is the waiter in a restaurant.
Step 8 Read and write
Note: Skimming is a reading strategy that you use to read over something quickly to get the main idea about what the passage, story or book is about. When skimming a short passage, the students should only read the first couple of sentences, a sentence in the middle of the passage and the last sentence. When reading the sentence, they dont need to read all the words, just the words that carry the meaning.
1 SB Lesson 76, Part 6 *. This first step is a silent reading activity, that will help your students with the reading. strategy of skimming. Have the students use this passage to practise skimming. First explain skimming in Chinese. Tell the students that skimming will help them to read faster. When they read, they are to only look for the main idea, and are not to read every word. They should skip over little words such as a, and, the, etc. because these words do not carry the main idea of the text. Say Lets skim this passage. Start to read when I say Go. Stop reading when I say Stop. OK, go. Give the students one minute to skim. Ask What is the passage about? (Mike, and what he eats in China. - Answers may vary, but as long as the students get the main idea, the answer is OK.)
2 In pairs, have the students fill out the form. Walk around the room and give help when needed. Check the answers, write them on the Bb.
3 Read the passage aloud together as a class.
Step 9 Checkpoint 19
Go through Checkpoint 19. Make sure the students understand countable and uncountable nouns. Refer to SB1B Pages 174 -175 , for the notes on Nouns.
Step 10 Workbook
SB Page 86, Wb Lesson 76, Exx. 1 and 3-6. Ex. 1 should be done as a class for pronunciation practise. Exx. 4-6 can be done in pairs. For each of the exercises, have the students work together to fill in the blanks and then pratcise the dialogues. Be sure to wander around the room and give help as needed. For each exercise you may choose several pairs to give their dialogue for the class. Exx. 7 and 8 are optional.
Step 11 Test
Write the following dialogue on the board. Have the students copy it down and fill in the blanks with an appropriate answer. Instruct them that they may not use the same answer twice. Answers will vary, but as long as they are appropriate, mark them correct.
A: Im hungry, whats for supper?
B: I am cooking ________,________ and ________.
A: Mm, it looks good! What about something to drink?
B: What do you want? A: I would like ________.
B: Im sorry, we dont have any.
A: Thats OK, then I would like a_________ of _________.
B: We have that. Would you like something else for supper?
A: Do we have any ________?
B: Yes, I would like that too!
Homework
Finish up the Workbook exercises.
Revise the dialogues in the Wb exercises.
Some ideas for extra practice or enrichment
1 To practice skimming, bring in extra pieces of literature, maybe fairy tales, or articles from magazines. Make 5 or 6 copies of the material. Divide the students into small groups of 5-6 students and give each student in each group the same material. Tell them that they will practise skimming. Review how to skim (see note in lesson 76, Step 8). Then give the class one or two minutes to skim the material (time may vary according to the length of the article). Then have each group discuss what they skimmed. Students will probably have slightly different ideas concerning what the material is about. However, by doing this exercise in a group, the whole group should be able to come up with the main idea.
2 Music is always good to use to spice up your lessons. Students are very interested in music in English, and there are many tapes and CDs in China that have songs in English from popular singers. If the song is simple, you can teach it, or part of it to your students. If the song is more complex, play it for your students and have them use it for extra listening practice, writing down the words they hea
