作為一名默默奉獻的教育工作者，通常需要用到教案來輔助教學，借助教案可以讓教學工作更科學化。以下是小編為大家帶來的2023人教版六年級上冊英語教案，歡迎參閱呀!

2023人教版六年級上冊英語教案【篇1】

教學目標

1、 能夠聽、說、認讀Let’s read部分的短文，完成相應的活動。

2、 能夠運用所學語言較好完成“招聘會”的活動。

教學重難點

1、本課重點是操練鞏固本單元11個職業名稱的單詞和重點句型：What does he/she do? Where does he/she work? How does he/she work?

2、本課難點是幫助學生理解短文中的新語言，如：help the bank use their money well. likes helping people. help tourists find their way.以及三個小建議。

教學過程

一、Preparation

(1) Greetings

(2) Let’s chant(課本第56頁)

(2)Free talk

預設問題：

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?

(設計意圖：課前chant熱身，讓學生迅速進入學習狀態并復習舊知。通過日常會話，復習鞏固本單元主要職業名詞及句型，達到溫故而知新的目的。)

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 ___________)

師生一起讀卡片上的內容后，讓學生猜所描述人物的職業，然后揭示答案。

II.用同樣的方法閱讀第二個片斷.( 投影出示卡片： He works in a car company. He likes math and drawing very much. He can design(設計) many cool cars. What does he do? He is an ______________.)

師生齊讀內容，出示單詞卡，教讀design。之后師問：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!

(學生試讀小短文，教師和學生一起讀后，教師說出答案并出示tourists單詞卡，并領讀。)

IV.投影出示一張城市交通圖，在圖上標出兩個旅行者。

學習本課難點句子：Help the tourists find their way.并引導學生用英語描述路線。

V.出示周杰倫照片，討論交流信息：

(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?(學生看提示語和同位討論)

(投影卡片內容：

請學生說說自己的想法：I think Zhou Jielun…

投影出示句子。Zhou Jielun is a singer. He goes to work by car. He likes singing very much.

VI.出示另一張照片(教師自己的照片)用同樣的方法讓學生討論交流信息。

VII.出示一名銀行會計的工作照片。

用同樣的方法討論交流并學說句子：helps the bank use their money well.

投影出示提示：

學生兩人一組討論交流。教師巡視指導，糾正句子中的用詞、發音等。

VIII.投影出示剛才的三段短文。Can you read the passages by yourselves? 學生看投影自由閱讀。

T：Can you answer these questions? Ask and answer in your groups.

投影出示問題：

1. What does Zhou Jielun do?

2. What does Xiao Hong do ?

3. Who works in a school?

4. Who likes singing?

5. How does Miss Liang go to work?

6. Who help the bank use their money well?

教師提問投影上的問題，學生搶答。

(設計思路：通過先閱讀部分與課文相似的片段，引出文中的難點句子，進行教讀、理解。排除閱讀障礙，降低閱讀難度。并且用反復出現的方式操練重點句型。)

三、In—reading

(1) 略讀。簡單回答問題

學生打開課本，自由閱讀課文。教師巡視指導。

參考問題：

A. How many friends do we have?

B. Who are they?

C. What do they do?

(2) 細讀

逐段閱讀，根據短文內容判斷：

第一段：

A. Wang Li is an engineer.

B. She likes reading English very much.

C. She designs many cars and buses.

D. She goes to work on foot.

第二段

A、 Li Xiaobin is a policewoman.

B、 He works is a hospital.

C、 He helps the bank use their money well.

D、 He goes to work by bus.

第三段：can you answer my questions?

A、What does Yuan Yuan do?

B、What does Yuan Yuan like?

C、How does Yuan Yuan go to work?

T: (學生口頭回答上面三個問題后)

(設計思路：通過簡單判斷，給與學生閱讀的自信。就短文的內容提出yes-no等的簡單問題，讓學生帶著問題閱讀并通過快速閱讀理解語篇的大意)

(3) 讀寫

Let’s read all the passages together, OK?(齊讀全部課文一遍)

Now questions for you? can you answer the questions on your English books?

Ask and answer in your groups, then write the answers on your English books.

學生讀短文完成文后問題，教師巡視指導。

教師借一個同學的課本，投影展示答案。

(4)聽錄音，跟讀課文。

(5)自由朗讀課文，品味語感。

(設計思路：通過閱讀解決語篇內的主要內容，讓學生回答有一定思維深度的問題檢測學生理解程度。培養學生獲取信息、處理信息的能力。然后通過做課本上的問答題落實到寫上。)

四、Post—reading

T: Look! there are three tips here.(課前將文中的三條建議貼在黑板上)

老師讀完三條建議后說：I want to be a singer, because I like singing very much. What about you?

S1: I want to be a teacher, because I like children.

T: Thank you. What else?

S2: I want to be an accountant. Because I like math very much.

T: Thank you. What else?

S3: I want to be a teacher, because I like students.

T: Thank you. What else? What about you?

S4: I want to be an English teacher. Because I like English very much.

(設計思路：將書上學到的知識運用于真實的生活場景之中，并得以拓展。體現了用英語的思想。)

五、Progress

(1)T: Now you are the managers in the many companies, and you need somebody work for your company. 請你根據你們公司的工作性質，到人才市場去聘用一些人員為你的公司服務。(課前在學生的桌子上分好小紙條，上面寫著虛擬身份的相關信息，每組為一個公司。)

(2)教師示范在求職介紹中找到自己需要的人才，并用英語表述理由。

Zhang Yong is a happy man. He likes helping the sick(病人)people.He likes white.

He wants to be a doctor. So I choose Zhang Yong. Because he wants to be a doctor, and Yongxin hospital needs a doctor.

I work in Yongxin hospital. I choose Zhang Yong. Because Yongxin hospital needs a doctor. And Zhang Yong wants to be a doctor.

Can you tell me? What about you?

Now you can stand up and look for the personnel for your company. OK?

(3)學生以小組為單位在教室內尋找、閱讀求職信息，在小組內討論并尋找自己所在公司需要的人才。試著用英語表述聘用原因。教師巡視指導。

(4小組推舉一名代表介紹自己聘任的人員并說明理由。在班內介紹。

(設計思路：設置擴展活動，讓學生在真實自然的任務型活動中擴展運用閱讀信息。)

(5)T: Boys and girls, toady, it’s very difficult to find a nice job. So we must work hard, and make a new day. OK?

Ss: OK!

(設計思路：通過創設一次招聘會的場景，讓學生在相對真實的語境中運用所學英語。同時也培養了學生用英語思辨的能力，真正做到“用中學，學中用”。)

2023人教版六年級上冊英語教案【篇2】

教學目標

1. 能夠聽、說、認讀Let’s read 部分的短文。

2. 能夠聽懂和讀懂Story time部分的對話，并能夠給老師講解出來。

3. 能夠了解音標的音和形，并能進行區分。

4. 能夠仿照Let’s read 部分的植物日記自己寫日記。

教學重難點

重點 ： 掌握Let’s read部分的內容和音標，理解Story time部分的內容。

難點 ： 幫助學生參照Let’s read部分自己寫植物日記。

教學過程

Step 1:Warm up

1. Greeting.

2. 活動：春夏秋冬 教學預設：植物的生長離不開季節的變換。要讓學生更直觀的了解植物的生長順序，所以我以季節的美麗圖片開始，激發學生學習的興趣。 老師向學生展示春夏秋冬司機的美麗風景圖，春天的生意盎然，夏天的陽光明媚，秋天的金風送爽，冬天的銀裝素裹，并說：Winter is my favourite season. Which is your favourite season? 老師分別拿出幾幅圖出來讓學生判斷分別是哪個季節?

老師總結：In winter, people put the seeds in the soil. In spring, the seeds sprout. In summer, they become big plants. And in fall, the have fruits. 設計意圖：用春夏秋冬的變幻幫助學生領會植物一年的生長過程，并為下面總結植物的種植順序和生長順序做鋪墊。

Step 2:New concepts

1. 活動一：小組活動 教學預設：讓學生回答How do you plant a tree?這一問題，有點難度，教師應該首先進行示范。

Let’s play

(1) 老師拿出四張圖片，分別印有種子、澆水、發芽、和大樹，并依次讓學 生描述。用“It is a seed…..”

(2) 老師讓學生分組做書上74頁的練習：由4到5人一組進行問答，學生依 次描述Let’s play 部分的圖，然后將其總結，如：How do you plant a tree? 設計意圖：采用小組協作的方式共同完成Let’s play部分增強學生的團體合作精神，能更進一步了解植物的有關步驟。

2. 活動二：植樹日記 Let’s read 教學預設：學生首次學習植物日記的寫作，教師應該帶領學生一段一段地學習Let’s read部分，詳細講解日記的格式。

(1) 老師播放幻燈片，展示植樹日記。

(2) 老師提出問題讓學生回答： On April 15, what does she do? What happened to the seed on April 21? What does Liu Yun see on April 29? Why does she water it everyday? What happened after one month?

3. 活動三：發音練習 教學預設：教師應該培養學生自己總結發音的能力，當學生碰到新音標不會讀的時候，老師就教授新的音標。

(1)老師掛出國際音標圖，開始復習以前學過的國際音標，讓學生依次讀出以前學過的音標。

(2)老師引導學生運用剛學的音標讀出語音部分的單詞，并讓學生體會這些單詞發音的不同，指導學生完成連線題。

設計意圖：用學過的就音標引出學習，以舊引新，并完善學生的國際音標圖，將其作為一個整體來學習和記憶。

Step3: Consolidation and extension Story time

教學預設：故事很有趣味性，但如果只讓學生聽和理解，那么激不起學生的興趣，不妨讓學生分角色演一演。

(1) 老師帶領學生聽錄音，一起讀故事的內容，并適當提問讓學生回答，如： What does Zip want to do?

(2) 等學生掌握了短文的大意之后，讓學生和老師交換彼此的角色，讓學生 當老師，給老師講解這個小故事的內容，老師最后總結。

Let’s chant

Seed,seed,we should have the seeds.

Soil,soil, put the seeds into the soil.

Water them, water them,

You can see a sprout,

Water them, water them,

In several days, you can see a plant.

設計意圖：讓學生當老師來教授，一方面訓練學生的口頭表達能力和應用能力，另一方面讓學生體會當教師工作的辛苦，增進師生的情誼。

Step 4: Homework

1. 按照音標寫出下列單詞，并翻譯出來。

2. 你們小組的植物長的怎么樣了?寫一篇關于植物的日記。

板書設計： 1.How do you plant a tree?

First, dig the soil. Then put the plant in the soil. Water it. Wait for it to grow. 2. [ts] [dz] [tr ] [dr] [α:] shorts towards trough draw [α] pots odds tropic drop

2023人教版六年級上冊英語教案【篇3】

Teaching aims and demands:

1、Learn the words & phrase: theatre，cinema，watch.

2、Can master the sentence “ Let’s go to …”.

Teaching methods:

games, reading, action, etc.

Period I

Content of courses:

Teaching aims and demands:Be able to master the words: theatre,cinema,watch.

Educational affiliations:

textbook, tape, tape-recorder, and word cards.

Teaching-learning process:

Step 1 Warm-up activity

1、Greeting.

2、Let’s play: Look and guess: What is it?

Step 2 Presentation&drill

1、Learn to say: picnic

T help Ss understand the meaning. Read the word after T.

2、Learn to say: library

T help Ss understand the meaning. Read the word after T.

3、Learn to say: watch science story in the same way.

4、Drill.

(1)T shows the pictures and Ss say the words.

(2)T shows the pictures quickly and Ss say the words.

(3)A guessing game.

4、Open the books at Page 10, listen to the tape and read after it.

Step 3 Practice.

1、Practice in four. Ss play the cards.

2、Listen&act.

Step 4 Consolidation.

Period II

Content of courses:

textbook Part A Part C.

Teaching aims and demands:

Be able to understand and tell the story.

Educational affiliations:

textbook, tape, tape-recorder, word.

Teaching-learning process:

Step 1 Warm-up activity

1、Exchange greetings.

2、Sing a song we’ve learned last term together.

Step 2 Presentation&drill

1、Lead-in.

T shows the picture of Part A.

T says, “The children are talking. Listen to the tape. What are they talking about?”

T writes the sentence on Bb and help Ss understand the meaning. Read the sentence after T.

2、Ss talk about the picture.

3、Drill.

(1)T shows the pictures and Ss rearrange them.

(2)T shows the pictures and Ss tell the story.

(3)A guessing game.

4、Open the books at Page 9, listen to the tape and read after it.

Step 3 Practice.

1、Fill the blanks with the correct words.

Go/and/did/was/home list

Yesterday_________a holiday. The children wanted to _________out. They did not want to stay at_________. Peter wrote a _________in his notebook. The children had many ideas.

They talked_________talked. It was very late in the afternoon.They_________ nit go out. They stayed at home all day!

2、Ss practice in four.

3、A game:A competition among groups.

Period III

Content of courses:

1、Teaching aims and demands:

Be able to read and write the sentence ” Let’s go to…”.

2、Educational affiliations: textbook,tape,tape-recorder,word.

Teaching-learning process:

Step 1 Warm-up activity

1、Exchange greetings.

2、Sing a song we’ve learned last term together.

Step 2 Practice

1、Lead-in.

(1)T shows the picture of Part D.

(2)T says, “What are these place?

2、Pair work. Look at pictures. Say the words of the pictures.

3、T writes the words on Bb and help Ss understand the meaning.

Read the sentence after T.

4、Say the felling words..

5、Make the sentences.

e.g.I’m hungry. Let’s go to the restaurant.

6、Open the books at Page 11.

Ss write the sentences on the book.

2023人教版六年級上冊英語教案【篇4】

一、教學目標與要求

1.能夠聽、說、認讀句子：What is your hobby? I like collecting stamps·

2.能夠聽、說、讀、寫動詞短語的ing形式：collecting stamps，riding a bike，diving playing the violin，making kites。

二、教學重、難點分析

1.本課時的教學重點是掌握五個動詞(短語)的ing形式。

2.本課時的教學難點是拼寫：riding，diving，making。

三、課前準備

1.教師準備錄音機及錄音帶。

2.教師準備A部分Let's learn的單詞卡片。

3.教師準備一些樹葉、一本集郵冊、兩只風箏。

四、教學步驟和建議

1.熱身(Warm-up) 出示學過的詞組，教師問：Look,which thing do you like?I like go shopping and read books.what about you ?引導學生回答。出示句子:What is your hobby?解釋hobby,領讀，出示詞卡，放在黑板上。繼續操練句子：what is your hobby? I like …….

2.預習(Preview) “滾雪球”游戲 教師問一名學生的愛好，緊接著再問一名學生，并要求后面的學生也要說出前一名學生的愛好，如：“I like collecting leaves.He likes taking pictures.依次類推，看誰說出的句子最多。

3. 新課呈現(Presentation) + Let's learn

(1)教師邊做動作邊說自己的業余愛好：“I like playing the violin.What is your hobby?”引導學生回答：“I like…”教師板書：What is your hobby? I like playing the violin.指導學生拼讀hobby，playing the violin并進行問答操練。

(2)教師拿出集郵冊，從里面取出一張郵票，問學生：“What's this?”引導學生回答：“It's a stamp.”教師板書stamp并帶讀。教師展示集郵冊，同時說：“I like collecting stamps.”然后板書并帶讀collecting stamps。教師問：“Do you like collecting stamps?”，引導學生作答后拼讀并操練：I like collecting stamps.

(3)教師做騎自行車的動作，問：“What am I doing?”學生猜：“You’re…教師說：“Yes，I am riding a bike.I go to work by bike every day.I like riding a bike.教師板書：tiding a bike，指導學生拼讀，告訴學生riding是tide去掉結尾不發音的e再加上ing。

(4)教師出示一只風箏，問：“What's this?”引導學生回答：“It's a kite.”教師出 示兩只風箏，問：“What are they?”引導學生回答。接著教師做放風箏的'動作，問：“What am I doing?”學生回答：“You’re flying a kite.”教師回答：“Yes，I like flying kites.I can make kites.I like making kites，too.”然后出示making kites的單詞卡片，問：“What's he doing?”引導學生回答：“He’s making kites.板書：making kites，學生拼讀，注意making的拼寫。

(5)教師出示diving的單詞卡片，問：“What is he doing?”引導學生回答：He's diving.教師板書：diving，學生拼讀，注意diving的拼寫。

(6)教師手指板書，學生齊拍手練習說句子，如：What is your hobby? What is your hobby? Playing，playing，I like playing the violin.Collecting，collecting，I like collecting stamps.Riding，riding，I like riding a bike.Making，making，I like making kites.Diving，diving，I like diving.

(7)教師放Let's learn部分的錄音，學生跟讀。教師出示 Let's learn部分的單詞卡片，學生根據單詞卡片內容進行問答操練：What is your hobby?I like-- (8)“猜一猜”游戲 學生拿出A Let's learn部分的單詞卡片。同桌一組，每人抽出一張單詞卡作為自己的愛好，一人猜：“You like…”另一名學生根據手中卡片上的內容回答：“Yes/No.I like…”兩人可進行積分比賽，猜對卡片上的內容就得到這張卡片，最后看誰手里的卡片最多。 Group work 學生帶好紙筆在組內進行調查，互相詢問：‘'.What is your hobby?'’調查完畢，各組派代表上臺匯報調查結果：“…boys/girls like…”也可說出名字，如：“一and…like…”若課上時間不夠，可將調查活動放到課后進行，下一節課匯報，建議教師指導學生自己做個簡單的調查表，邊調查邊填寫表格。

4. 鞏固和延伸(Consolidation and extension)

(1)讓學生做本單元A Let's learn部分的活動手冊配套練習。

(2)讓學生聽Let's learn部分的錄音，讀給家長或同伴聽。

(3)讓學生背誦并抄寫本課四會動詞(短語)。

2023人教版六年級上冊英語教案【篇5】

一、教學內容

1.單元復習。

2.學習輔音字母c、g及輔音字母組合ck，ch的發音。繼續學習單詞重音，并初步接觸不發音的字母k、w等。

3.語法：小結人稱代詞的用法。

二、教具

錄音機;音標卡片;上節課使用過的教具等。

三、課堂教學設計

1.復習。教師拿出小飛機模型(或小風箏等東西)，與學生練習對話。對話模仿第71課課文內容。

T：Hi,…, could you help me, please?

S：Certainly. Whats wrong?

T：Its this plane (kite, etc).

S：Whats wrong with it?

T：I think its broken. Can you mend it?

S：Let me see. Yes, I can. (Sorry, I cant.)

把飛機模型等交給學生，由學生之間進行對話。

2.打開書，兩人一組進行課文第三部分對話。指導學生正確利用右邊給出的短語。請幾組同學到前面表演(好利用一些實物，以增加交際效果)。

3.教師出示以下音標卡片[s]，[k]，[g]，讓學生認讀。放課文第一部分錄音，并指導學生小結這部分中所得到的輔音字母和輔音字母組合的發音。指導學生做練習冊習題1。

繼續放錄音，學生練習單詞重音和不發音的字母。

原文 :小學六年級英語教案——Put them away, please! Lesson 72 2

4.指導學生過一遍復習要點(18)。教師對人稱代詞進行總結，指導學生參閱書后所列出的語法條目：人稱代詞。

5.指導學生做練習冊其他習題。

6.布置作業

練習朗讀本課音標及例詞，完成練習冊習題。

7.小測驗

1)聽寫本單元中要求四會的詞匯及句型;2)就修理飛機模型(或風箏)內容編寫對話。

四、難點講解

人稱代詞

我們在第六單元中初步學習了人稱代詞的用法。人稱代詞除了有主格之外，還有賓格形式。人稱代詞的主格在句中作主語。例如：

1)Im a student. 我是個學生。

2)Could you help me, please? 你能幫我的忙嗎?

人稱代詞賓格，在句中作賓語。例如：

1)Please help her. 請幫她一下。

2)Let me see. 讓我想想。

2023人教版六年級上冊英語教案【篇6】

教學目標：

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本著這樣的認識，我制定如下教學目標。

認知目標

學生能聽、說、讀短語及單詞：family，parents，aunt，uncle，babybrother能運用 how many......進行口語交際。

能力目標

能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

情感目標

通過活動、游戲使學生產生學習英語的興趣;讓學生敢于、樂于開口，積極參與交流。并讓學生在學習的過程中，培養他們的合作意識和競爭意識。

教學重點：

讓學生掌握詞組，能運用詞組進行交流，初步鍛煉學生運用詞組描述節日的能力;

教學難點：

讓學生認識時態的變化，及意識到詞組的不同運用能造就語言的豐富性。

教學方法：

1. 教法設計 根據英語這門課本身的特點及四年級學生的興趣，我通過設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2. 學法指導 引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3. 教學手段 根據本課的教學內容、教學目標、學生的年齡特征和心理特征，為了更好地激發學生學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型于一個個生動的情景、游戲之中，不僅使學習過程自然輕松，更能較好地啟智開思。

教學過程：

1.熱身( Warm up)

一中外不同家庭全家福為背景，播放中文歌曲《讓愛住我家》開頭曲，讓學生靜靜閉上眼睛感受家的氛圍。

再此過程中有老師進行話語引導“同學們，家是溫馨的港灣，每個人都有一個家，歌曲中唱到，我愛我的家弟弟爸爸媽媽，那么同學們知道這幾個詞語用英語怎樣表達嗎?”

2. 單詞學習(word learning)

第一步，先由大屏幕學習本科單詞，有老師詳細解釋;

第二步，反復領讀與自我練習;

第三，拼寫階段，四線格練習;

第四，memory game的游戲。

[設計意圖] 該部分有兩處亮點，一是，依然重視四線格的書寫，為我的學生打下一個良好的英語基礎。

3. 單詞游戲(memory game)

[設計意圖] 既增添課堂氣氛又爭取讓我的學生大限度的當堂掌握新學的單詞。記不過不要緊，目的不是必須當堂掌握，而是大限度的提升課堂效率，并大限度的挖掘學生潛能。

后誰答對了還會有獎勵，即道具“卡片魚”，這樣道具也不會被浪費。

4.課文學習 (text learning)

以問題導入“我們知道Ammy 的家庭有六位成員，可Ammy卻說有七位，這是為什么呢?” 接下來利用視頻學習課文并找出答案。

[設計意圖] 讓學生帶著問題學課文找答案，增強目的性。本環節有兩處特色，第一是，所選視頻是實景實人視頻而不是動畫，增強真實感，大限度的再現英語環境。第二是，由老師進一步解釋Ammy為什么把狗也看作是家庭成員，以此培養跨文化意識。

5.語法學習(grammer learning)

此環節學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。本節課所教授的句子是“How many people are there in your family?”

[設計意圖] 學習方式的宣布讓學生對本節課充滿了興趣，激起了他們的斗志和為本組爭星的表現欲。提高他們的表達能力，反復練習語法知識，學以致用。

6. 知識拓展(Extra tips)

由老師補充搜集課本上沒有的知識，如，本課中其實爸爸媽媽在英語國家還有其他的口語化叫法mammy dady等。

[設計意圖]一是，讓學生開眼界。二是，為我下一步的作業布置鋪路子。

7.課后作業(Homework today)

(1) “說出你的愛”：回家后用英語稱呼你的家人，如“Mom，I love you!"

(2) “我學我用”：準備下節課帶自己的全家福一張，向你的同學介紹你的家庭成員。

[設計意圖] 鞏固所學，將課內的學習延伸到生活。

8. 結束(the ending)

后以I love my family 歌舞表演結束本課。

[設計意圖] 第一，號召同學們stand up and move your body! 讓同學們站起來一起唱一起跳。因為這首歌曲是精心挑選的，并且會配以動作教學。第二，從另一個側面向孩子們昭示，只要課堂上認真聽課，四十五分鐘過后必定會有輕松的一刻。第三，使本節課在一個輕松愉快的氛圍中結束，讓每個人被這首歌所感染，心中充滿濃濃的愛意，體會到英語的魅力，使思想境界得到升華。

2023人教版六年級上冊英語教案【篇7】

教學課題：

譯林版《牛津小學英語》6A第五單元PartA(Listen，read and say)

教材分析：

本課是江蘇譯林版牛津英語6A Unit5的中第一教時的內容，這是學生初次接觸過去時，只要求學生能在教學過程中，掌握其時態結構和過去分詞的構成，并能對自己在過去做的一些事情進行描述。由于之前已經學過一般現在時，所以在制定教學步驟的過程中，通過和一般現在時進行比照，來掌握一般過去式的結構。

教學方法：

我將采用情景法、游戲教學法、直觀演示法、交際法等教學方法，以學生為主體，以過去式話題為核心，以語言功能為主線，以任務型活動為媒介，從學生的學習興趣、生活經驗和認知水平出發，使學生通過感知、體驗、實踐、參與、合作與交流的方式實現任務目標，使課堂活起來，讓學生動起來，從而達成上述的知識與技能目標。

教學目標：

1. 能正確的聽、說、讀、寫詞匯holiday, last, early, meet, before

能正確的聽，說， 讀詞匯 fun, National Day, a film, wonderful

2. 能正確的聽、說、句型What (else) did you do??We/I?

3. 能正確地運用對話中的日常交際用語和三會句型 Did you like the film?

It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.

4. 能正確地理解、掌握對話內容，并能朗讀、初步表演對話。

5. 能運用本課所學語言談論過去所做的事情。

教學重點：

能正確地理解、掌握對話內容，并能朗讀、初步表演對話。

教學難點：

能比較流暢的朗讀對話，并能在掌握對話的基礎上運用本課所學語言談論過去所做的事情。

課前準備：

1.教具準備

a.單詞，句型卡片。

b.練習題紙。(每人一張)

c.設計并制作多媒體教學課件，準備多媒體教學的設施。

2.板書準備

預先寫好課題Unit 5 On the farm

教學過程：

Step 1 Greeting and warming-up

1. T-Ss greet.(師生問好，活躍課堂，拉近師生距離)

2. T: Look at this man, what’s his job?

Ss: He is a farmer.

T: His name is Macdonald. He has a beautiful farm.

Before class, let’s listen to a song, it’s about Macdonald and his farm.

Step 2 Presentation and practice

1. Teach: National Day ,holiday, last

T: What day/date is it today?

出示CAI指名回答 These seven days is this week.(CAI出示 this week)

These seven days was last week.( CAI出示 last week)

T: What date was it? 指名回答

T: Yes. It was the first of October.

And it was the National Day. (CAI出示National Day領讀)

When National Day comes ,we usually have a long holiday . I had a wonderful holiday.

2 .T：Do you want to know what I did this National Day holiday?

You can ask me what did you do?

指名幾個學生提問，可提醒學生看黑板上早已貼好的句子。 再次要求學生一起提問，師回答。

3.活動： washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.

幻燈片呈現，讓學生了解老師的活動

T:OK, boys and girls. Do you want to go to the farm?

Ss: Yes. CAI 出示農場里人們干活的場景

T：OK，here we are. Now we’re on the farm.

What can we do on the farm?Can you guess? 指名回答 CAI 出示

S1:Milk cows.

T：Great. I can’t milk cows. Can you teach me? 示意學生動作。

教師邊動作邊帶領學生朗讀milk cows 同時出示詞組 貼到黑板上

T：What can we do?指名學生回答

S2：?

T：Good. Collect eggs. (CAI出示)師帶領學生邊做動作讀詞組。同時出示詞組 貼到黑板上

T：What else can we do?指名回答 S3：?

T：Right. Water flowers. 帶領學生讀短語。

T：What else can we water? It’s big and green.

Ss：Water trees.

T: Good. 出示詞組 water trees 帶領學生朗讀，并將詞組貼到黑板上。

T：What else can we water? It’s on the ground. 指名回答

Ss: Water grass. 看CAI, T :What are these? They’re carrots. 領讀carrot 出示單詞圖片 pull up carrots

T: Let’s pull up carrots.師帶領學生做動作讀詞組，并將詞組貼到黑板上。

T：What else can we do?

S4:?

T：Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.

師帶領男學生們做動作讀詞組，并將詞組貼到黑板上。 出示一籃子橘子。

T：What are these? Ss：They’re oranges.

T: Do you want to taste my oranges?問幾組學生，Do you want to taste my oranges?

給學生分發橘子 出示 taste oranges 單詞圖片 Let’s learn how to read it.帶領學生讀/ei/，/ei/,taste.

Step 3 Listen, read and say

1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI 出示問題，引導學生提問，What did you do last week? CAI 出示答案。

T: What did she do last week? Ss: She visited a farm?。

T: Yes, Helen visited a farm with her family on Monday and Tuesday.

Do you want to visit a farm? 出示詞組 visit a farm 領讀數遍，并將詞組貼到黑板上。

T：Helen visited a farm. Here ed is pronounced /id/,領讀 visited，將ed貼到黑板上visit后面。

2. T：What did Helen do on Monday? Who can ask? CAI出示，指名學生提問。

T: What did Helen do on Monday? 引導學生一起回答，She watered trees. 拿出ed/d/,領讀短語數遍。并將后綴貼到黑板原詞組后面。

T: What else did Helen do? Let me ask her. 師問What else did you do on Monday, Helen?，please listen ! CAI出示答案。

3. T: What else did she do? Together answer.

Ss: She pulled up carrots. 師出示ed/d/,領讀單詞，并將后綴貼到原來單詞后面。

T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 貼圖Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齊問。CAI出示答案。

4. T: What did she do on Tuesday?

Ss: She milked cows. 出示 ed/t/ 領讀該詞組，并將ed貼到原單詞后面。

5. T: What else did she do on Tuesday?

Ss: She collected eggs.

T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引導學生一起復述，Helen visited a farm. On Monday she watered trees and pulled up carrots.

T: How about Tuesday?

Ss: he milked cows and collected eggs.

6. T: Helen did a lot of things on a farm.

What else did she do on the farm? Let’s watch the cartoon. 出示CAI，

T: What else did Helen do on the farm? 再次出示CAI，提醒學生看屏幕。

Ss: She picked oranges. 師拿出ed，

T：Who can add ed for us?指名，stick for us.領讀picked oranges

T: She picked oranges and tasted them.師做動作表明品嘗。Which one?指名回答。

Here ed is pronounced /id/ ,who can add for us?指名加后綴。

7. T：Were there any fruits on the farm?

Ss：Yes.

T: Were there any apple/pear/banana trees on the farm? 學生齊答。 引導學生齊說

Ss: There were apple trees, orange trees and pear trees.

T: Nancy wants to go to the farm. So I think the farm is wonderful.(出示wonderful一詞，領讀)

8. T: Helen did a lot of things on the farm.

She had a wonderful holiday.

But her friend Nancy also had a good time, what did she do last week?

Let’s listen, read and choose. CAI出示，學生聽。

提供問題，what did Nancy do last week? OK, you can choose. CAI出示選項。師讀三條選項。指名學生回答。

出示 watch a film.詞組領讀。 Here ed is pronounced /t/.指名讀音素。并將單詞卡片貼到黑板上。

9. T: Nancy watched a film with her family.

Did she like the film?

Did her family like the film?

Yes, they all like the film very much.

T: Let’s enjoy the whole cartoon.播放整篇課文錄音。

Do you like the cartoon? Ss: Yes.

T: It’s interesting. CAI出示課文前言。

T：Please read the narration and try to answer the questions. Read by yourself. 學生自讀前言。

T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，帶領學生讀體現該答案的原句。

10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟錄音讀。

跟讀過程中教授 fun 出示單詞卡片 貼到黑板上 出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求學生拿出課前發的判斷題，學生自己答題。

T: Let’s check the answer. 集體校對。 提醒學生看黑板。

11. T：Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy? 指名一個學生與師示范朗讀。

T：Choose one picture which you like and practise it with your partner. 學生選擇一幅圖操練 指名學生朗讀。

Step 4 Retell the dialogue

根據黑板上的短語，指名要求學生復述課文。 (通過復述課文，檢查并培養了學生的理解能力和口語表達能力，調動了學生的理解，促進課堂學習效率。)

Step 5 Do a report

T: I had a good time this National Day holiday.

Please look at the screen.(CAI) 學生看視頻表格，師描述自己的國慶節假期。

T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 學生自己根據表格完成短文。

校對，指名一個學生朗讀短文。

(讓學生用自己的語言來敘述自己的故事，給學生提供拉真實的情景去使用語言，以活動促說，以活動促用，充分體現了任務型教學理念，發展了學生的語言技能，提高了學生應運用語言的能力)

Step 6 Assign homework

1. Listen to the tape and read after it.

2. Copy the new words and phrases for three times.

3. Finish the story about your holiday