教案是老師為了更有力把握知識點提前起草的教學文書，教案在撰寫的過程中，老師需要考慮講授內容要點，以下是范文社小編精心為您推薦的6年級英語上冊教案7篇，供大家參考。
6年級英語上冊教案篇1
初中英語人教版教案八年級上冊答案
人教版初中英語八年級下冊教案設計??
unit 1 will people have robots ?
單元教學目標：
1、words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2、will 構成的一般將來時態(tài)的陳述句、否定句、疑問句及回答.
3、there be 句型的一般將來時. 4、more , less , fewer 的用法.
5、學習一般將來時態(tài)的相關知識，學會對未來進行預測.
單元重難點：
1、will構成一般將來時態(tài)的句式。 2、there be 句型的一般將來時態(tài)。
3、more , fewer , less 的用法。 4、how to make predictions .
第一課時
課前準備：
教師：錄音機、所學物品的圖片。
學生：英語點金教練、練習本及相關的學習用具
教學步驟：
step 1 leading in(導入話題，激活背景知識)(導入話題，激活背景知識)
1.greetings: welcome to school .
what’s the date today ? who’s on duty today ?
do you enjoy your winter holiday ?(你喜歡你的寒假嗎?)
do you finish your homework(家庭作業(yè)) ?(你完成你的假期作業(yè)了嗎?)
do you want to live on the moon ?(你想去月球嗎?)
can you guess what will happen in ten years ?(你能猜出十年后將會發(fā)生什么嗎?)
collect the ss’ answers and say something about their predictions .
step 2 pre-task(任務前活動)
sb page 2 ,1a .
1.look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2.read each predictions to the class .explain the new vocabulary .
3.read the instructions .make sure ss know what they should do .
4.do it by themselves .
5.talk about the answers with the class .
explain :一般將來時態(tài)
構成: will / be going to +動詞原形=
step 3 while-task(任務中活動)
sb page 2 ,1b .
1.practise reading the six predictions .
2.read the instructions to ss .circle the things you hear on the recording .
3.play the tape twice .(放錄音，兩次)
4.play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1、pay attention to the dialogues .
2、read the dialogues fluently .
3、pairwork .work in pairs to make predictions according to the sample .
4、ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1、read the predictions .
2、read the instructions and point out the sample answer .
3、play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4、check the answers .
學生探究: less , fewer 的區(qū)別。
step 4 post-task(任務后活動)
1、point to the example in the sample dialogue .practice reading .
2、look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1.、review the grammar box .ss say the statements and responses .
2、make summaries about “will” ,“fewer” and “l(fā)ess” .
homework(家庭作業(yè))(家庭作業(yè))：
1、make predictions about yourself in 10 years .write down 5 sentences .
2、go over the new words .
教學后記:
第二課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識) (導入)
1.greetings and free talk .
2.check their homework(家庭作業(yè)) :ask two or three ss to speak out what they wrote down .(教師作出適當的評價)
step 2 pre-task(任務前活動)
1.go over what we learnt yesterday .(復習昨天所學的知識)
2.通過三種時間的對比簡略復習一般過去時與一般現在時。
step 3 while-task(任務中活動)
sb page 4 , 3a .
1.point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .
2.read the instructions .
3.complete filling in the blanks individually .
4.check the answers .
5.practise reading .then ask some ss read them out .
sb page 4 , 3b .
1. look at activity 3a .make predictions about sally .
2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .
3. practise reading .
4. pairwork .make their predictions about sally .
step 4 post-task(任務后活動)
1. write about yourself .
with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .
2. complete the work individually .
3. review the task .ask a few more ss for answers .
homework(家庭作業(yè)) :
draw a picture of the city in 20 years .describe it to the class .
教學后記:
第三課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識)
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework(家庭作業(yè)).
step 2 pre-task(任務前活動)
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task(任務中活動)
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .
2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1.read the instructions .
2. pay attention to the sentences and the verbs in the box .
3.play the tape and correct the answers .
step 4 post-task(任務后活動)
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe’s life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework(家庭作業(yè)):
1. go over the words .
2. 寫一篇50個單詞左右的小短文，預測與展望未來我們的學習和生活。
教學后記:
第四課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的學習用具
teaching procedures(教學步驟):
step 1 leading in(導入話題，激活背景知識)
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework(家庭作業(yè)) .
step 2 while-task(任務中活動)
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. put all the ss’ papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task(任務后活動)
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner’s answers .
5. share a few ss’ conversations .
homework(家庭作業(yè)):
1. finish selfcheck as their homework
2. go over the words in this unit .
教學后記:
第五課時
課前準備：
教師：錄音機，所學物品的圖片。
學生：英語點金教練及相關的'學習用具
teaching contents:
reading :do you think you will have your own robot ?
teaching procedures(教學步驟) :
step 1 leading in(導入話題，激活背景知識)
1. greetings and free talk .
2. if possible,draw a robot on the bb or put up a picture of a robot.
6年級英語上冊教案篇2
本學期我擔任小學四年級的英語教學，由于剛剛接手四年級的英語教學工作，教學經驗頗淺,因此，我對教學工作不敢怠慢，認真學習，深入研究教學教法，虛心向三位有經驗的教師學習。經過一個學期的努力，獲取了很多寶貴的教學經驗。現將本學期四年級英語的教學工作總結如下：
一、營造活躍的學習氛圍，激發(fā)學生的學習興趣，能提高教學效率
如果一個學生對所學的科目有了濃厚的興趣，那么就會產生強烈的求知欲，就會認真學習，反之，沒有興趣，被迫進行的學習會扼殺他們掌握知識的意愿。因此，培養(yǎng)、提高、保持學生的學習興趣是提高學生學習成績的首要條件?；谶@一點，我在教學中比較注重激發(fā)學生的學習興趣，通過運用各種教學方法、設計形式多樣的活動，比如說，設置一些學生比較感興趣的游戲，像吊死鬼、"what's missing?"、"找卡片"等，為學生營造一個比較寬松的學習氛圍，讓學生在這種氛圍中充分發(fā)揮自己的智慧，激發(fā)他們的學習興趣，從而積極快樂地投入到學習中去。
二、關注學生的學習狀況
英語作為一種語言最重要的是在實際中運用,因此,除了課堂練習外,還需要讓學生在平常生活中多讀,多講,多練。另外,對部分不自覺的同學還采取組長監(jiān)督的方式,以確保他們不落后，提高他們的朗讀能力。在批改作業(yè)方面，要求學生的作業(yè)及時完成，我也按時地批改，并詳細地做好批注，對普遍性錯誤，在全班重點講解、分析。針對個別學生的作業(yè)就采取面批方法，單獨地分析講解、幫助學生解決疑難習題，提高教學質量。
三、充分利用教材的優(yōu)勢，進行情景教學
本套教材的特點是圖文并茂，形象生動并且與生活實際聯系密切。在課上我充分利用直觀教具、動作表演、卡片、掛圖、實物，隨時隨地取材或根據課文內容創(chuàng)設語言環(huán)境，并盡量多地使用英語，逐步過渡到用英語進行課堂教學，使學生置身于一個英語的環(huán)境中。比如說第一單元中，涉及到的內容都是關于classroom里的內容，非常貼近實際，對課本中的letsquo;s learn中的對話鼓勵他們在同學們面前大膽表演。有意創(chuàng)設的語言環(huán)境，形象直觀，生動活潑，也有助于學生理解所學英語，引起興趣;視聽結合也便于加深初學印象，強化記憶。
四、挖掘學生潛力，培養(yǎng)學生自信心
德國教育家第斯多惠說：教學的藝術不在于傳授適應，而在于激勵、喚醒、鼓舞。每當學生用英語講完后，我就給予他們鼓勵，讓他們感到自豪，有一種成就感。對于不同程度的同學，在課堂上給予不同程度的問題，讓他們回答，他們的一丁點進步也及時得到鼓勵，從而使他們都覺得，只要自己認真跟著老師學，就能學得好，樹立起學好英語的心理優(yōu)勢。在課堂教學中要求學生人人參與，加強交際的互動性。在課堂交流中，少批評，多表揚;少指責，多鼓勵，努力找到學生的優(yōu)點，常以very good!、great!、 excellent!、 well done!、you are very clever!等等來鼓勵他們的積極參與,充分喚起他們說英語的自豪感。
五、注重過程評價，調動學生積極性
在對學生的評價方面，我通過作業(yè)、課上表現、聽寫情況、背誦課文等形式給學生積分，每次達到五分后可以得到一個帶著字母的小星星，集齊帶有字母g、o、o、d的四個字母后，可以得到一個帶有good的小標貼，極大地調動了學生學習英語的積極性。我也深刻體會到鼓勵要比懲罰有效得多。
六、今后努力的方向
1、作業(yè)布置方面的缺失。沒能抓好作業(yè)的檢查，對于組長，課代表缺少表揚和監(jiān)督機制，致使有部分學生常不按時完成作業(yè)，一些口頭作業(yè)實效不大。
2、在教學方面我發(fā)現自己形成了一種定式，沒有創(chuàng)新以及大膽實踐的勇氣。我應該多看教學方面的理論以及多聽幾位有經驗教師的課，進行學習，不斷提升自己，形成自己獨特的教學風格。
3、對教材的把握不夠，很多優(yōu)秀老師的優(yōu)點沒有學到，聽課的次數也還不夠多，有些缺乏與其他教師的溝通，希望在下個學期能多學習新課標，多吸取他人經驗，不斷提高自己的教學水平。
4、學困生的個別輔導也是我下學期要進行探索的內容，在這方面我做得還不夠，希望在今后的工作學習中能積累豐富的經驗，也能取得良好的效果。
5、另外，在課堂管理方面還做的不夠好，沒有樹立起一個老師的威嚴形象，導致課堂秩序較差，以后一定要對學生嚴格要求，讓學生意識到課堂的重要性。
6、作為一個剛剛參加工作的英語老師而言，由于并不是英語專業(yè)畢業(yè)的，在專業(yè)知識的一些方面還有所欠缺，以后還要加強學習。而且，在教育教法方面，也要多向有經驗的老師學習，努力提高自己的課堂效率。
總之，本學期的教學工作自己付出了很多，收到的回報也不少?？偟膩碚f，在其中，我積累了不少經驗，當然在今后的教學中，我也會努力填補自己在教學中的不足，總結經驗和教訓，發(fā)揮優(yōu)勢，改善不足，虛心學習，繼續(xù)努力!力爭在今后的英語教學工作中取得更好的成績。
6年級英語上冊教案篇3
教材分析
本節(jié)課的教學內容是pep五年級上冊第二單元的第一課時，主要學習詞匯monday，tuesday，wednesday，thursday，friday和句子what day is it today ? what do we have on mondays ? ,,, 本節(jié)課的教學內容是星期和課程之間的聯系，非常貼近學生的生活。學生在四年級下冊已經學過課程的單詞，本節(jié)課學習星期的單詞后可以讓學生開展看課程表互相問答的活動，這種活動能使學生在較真實的語境中鍛煉語言交際能力，從而發(fā)展他們的語言思維能力，為后面的學習做好鋪墊。
學情分析
1、 五年級學生對英語學習已有一定的基礎，對已經熟悉的英語知識有所感悟，具備語言學習和交流的欲望。
2、學生在四年級下冊已經學習過有關課程的單詞，也接觸過關于星期的單詞。
3、tuesday, wednesday, thursday等單詞拼寫難度較大，教師要采取靈活多樣的方式進行教學，以減輕學生學習的難度和保持學生學習的欲望和興趣。
教學目標
1、能夠聽、說、讀、寫單詞：monday , tuesday , wednesday , thursday , friday 。
2、能聽懂問句：what day is it today ? what do we have on mondays ?并能做出正確回答。
3、能夠結合句型替換關鍵詞。
教學重點和難點
重點：會聽、說、讀、寫星期一至星期五的單詞。
難點：掌握星期一至星期五的單詞，結合句型替換關鍵詞。
6年級英語上冊教案篇4
教學目標：
1 能用英語進行簡單的打招呼及用this is……向別人介紹身邊的人。
2 通過創(chuàng)設實際情景，讓學生能在相應的情景中準確運用以上句型。
3 培養(yǎng)學生正確 、自然的模仿語音、語調的能力。
教學重點：this is ……句型的學習。
教學難點：
1、this is ……的得體運用。
2、this is …… 句型字母 i 及th的發(fā)音不容易到位。
教具準備：
1、本課 letsquo;s talk/ 部分的教學課件。
2、本課時教學配套的錄音帶，以及歌曲 “hello”“good morning”的錄音帶。
3、mr. jones， miss white， miss green 的頭飾。
4、小星星的貼貼。
教學過程：
step1 熱身、復習 (warm-up/revision)
(1)播放歌曲good morning，讓學生跟唱，集中學生注意力，調動學生學習興趣。
(2)游戲 do a game. “simon says “ 指令是第一單元b.letsquo;s do的內容。
(3)師生同唱歌曲 “hello”。教師可以邊唱邊用手勢示意學生，將歌曲中的人名改為同班同學的名字。
(4)教師用頭飾介紹人物。例如：教師舉起miss white的頭飾說：this is miss white然后戴上miss white的頭飾說 ： good morning， boys and girls. isquo;m miss white
(5)請三個學生扮演 mr. jones， miss white， miss green ，用唱歌的形式互相問候。 “hello”
step2 呈現新課 (presentation)
(1)師生觀看教學課件。課件內容為letsquo;s talk/a 的內容。教 師利用與教材內容相同的教學課件，使學生一目了然，既了解了句型的含義，又了解句型運用的情景。
(2)再次觀看課件，教師提問： t： what are they doing?
(3)教師演示 letsquo;s talk/a 的內容，使學生進一步理解對話。方法為：教師戴上miss white 的頭飾，左手舉起mr. jones的頭飾，右手舉起miss green 的頭時，用不同聲調引出對話內容。在此次演示活動中，教師強調this is……。
(4)教師提問：miss white 是如何介紹miss green 給mr. jones的?miss green 和mr. jo nes是怎樣用英語打招呼的。
(5)聽本課時 letsquo;s talk/a 教學配套的錄音帶，學生跟讀并模仿發(fā)音。教師注意帶讀不易掌握的讀音，如：this is……一句中的元音字 “i” 的讀音是[i] ，提示學生要讀得短促些。而this一詞中的th 在發(fā)音時，要讓舍尖頂住 上齒，教師可以夸大口型，讓學生了解發(fā)音方法。教師要適當糾正，切不可一味的糾正發(fā)音，打擊孩子學習的積極性。
(6)分組練習。每三個學生一組進行練習good morning ，this is ……，給表現好的小組獎勵小星星貼貼。
step 3畫一畫，說一說(draw and say )
( 1 )、讓學生在紙上畫出一個自己熟悉的人的頭飾。
( 2 )、向同桌用句型：this is……介紹自己所畫的人物。
( 3 )、分四個大組用句型：this is……介紹自己所畫的人物大組進行比賽，給予表現好的小組獎勵小星星。 step4擴展性活動(add-activities) 將趣味操練中的游戲擴展為“bing o”游戲。拿第一、二組的頭飾畫畫讓第三、四組的學生用句型this is ……辨認，由畫此頭飾的同學來說“bingo”或“no”，以小星星進行獎勵。
step5 課堂評價及作業(yè) (assessment and homework)
( 1 ) 教師小結本節(jié)課學生的表現(獲得小星星的數量)。
(2)教師讓學生根據自己本節(jié)課的獲獎情況，制定本單元獲獎目標。
(3)自己畫喜歡的頭飾， 并用句型t his is ……介紹，并把此句型抄寫下來。
6年級英語上冊教案篇5
1、能聽懂會說what d u d n saturdas/sundas? i ften d hewr, read bs and watch tv.
lessn 6 教學目標：
1、能理解認讀read and write 部分的對話，并能在情景中運用；
2、聽說讀寫read and write中的四會句子，并根據對話內容完成句子填空練習；
3、能夠完成let’s chec部分對本單元學習進行階段性評價。
教具準備：教學光盤、單詞卡片。
教學重點：本課時的重點是四會掌握句子：what d u d n saturdas? i watch tv n saturdas. what abut u? i d hewr。
教學難點：本課時的難點是將動作和星期幾在一個句子中表達，如i watch tv n saturdas. 并能進行詞組和單詞的靈活應用，以及句中的大小寫書寫規(guī)范。
教學過程：
step 1. waring up
（l）匯報周末活動
把課后收集到的周末活動進行整理，使用句型：“what d u d n weeends？ i…．”在班級內匯報，找出學生們最喜歡的周末活動。
（2）日?？谡Z練習，內容可參考如下：
a： what da is it tda？
b：it's mnda．
c：what d u have n mndas？
b：i have ath…i dn't lie mndas．i lve sundas．
a：what d u d n sundas？
step2. presentatin
（1）教師呈現教材圖片，讓學生說出表現z周六活動的三張小圖代表哪三個動詞短語。并試著按照z的喜愛程度排序。教師再問學生：what des aunt cath d n saturdas？請學生閱讀對話后回答。
（2）看掛圖或，聽錄音跟讀對話，注意理解和體會上下文的意思，然后填充表格。
（3）教師指導學生書寫四會句型，學生在練習本上仿寫?？稍诎鄡冗M行“誰寫得又快又好”的競賽活動。
step3. let’s pla
（1）grup wr
分小組討論a和wu ifan的周末活動，并找出他們的共同愛好。然后小組討論每位成員各自的周末安排，發(fā)現共同愛好和不同之處，依照所給示范在班級內匯報。
（2）tas tie
這部分是本單元的選學內容，教師可視教學實際安排在課內或者課外完成。主要任務是把一周的活動設計成一本簡易的插圖活頁書，并進行小組間交流。該項任務可以由學生個人完成，也可以由小組共同設計完成。在完成任務過程中要注意分工，學會合作，要求學生試著用英語去解決問題，交流情況。
4step3。cnslidatin and extensin（鞏固與擴展）
finish：let’s chec, read and write
6年級英語上冊教案篇6
教學目標：
基于學生的實際學習水平，新課標的具體要求和本冊教材的特點，我將教學目標設計如下。
1、知識目標：學生理解并掌握單詞mine、yours、argue、matter、wear等。
2、能力目標：學生能夠運用所學句型對自己或他人的所屬物品進行描述。
3、情感目標：學生在活動中學會運用所學知識進行交流，并在交流中學會與他人合作，敢于開口說英語的能力。
教法學法：
1、從兒童的年齡特點、學習興趣和好奇心求知欲考慮，根據小學生的心理特征。我借助“任務型”教學模式，以聽說、游戲活動為主線組織教學，并通過小組合作，角色扮演等來加深對學習內容的理解，培養(yǎng)綜合運用英語的能力。
2、學生通過游戲和小組活動，使他們在交際中理解和運用語言，促進學生聽、說、讀的練習，是學生在快樂的學習氛圍中學到更多知識。
教學過程：
一、warming—up熱身環(huán)節(jié)
在這一環(huán)節(jié)中我設計了一個chant，由學生共同拍手來完成。
i i i，my my my
he he he，his his his
熱身環(huán)節(jié)是英語教學過程的首要環(huán)節(jié)。采用節(jié)奏感很強的chant不僅能夠凝聚學生的注意力，還能提高興趣，將學生很快的帶入到學習氛圍中。同時復習了以前學過的主格代詞和形容詞性物主代詞，引出了新知識名詞性物主代詞，為下面的學習做好了鋪墊。
二、presentation新知呈現
首先，我拿起自己的書，問學生whose book is it？it’s my book.可用it’s mine.來代替，然后帶領學生多讀幾遍，練習這個句型。再拿起mingming的鉛筆盒，詢問linghang（學生）whose pencil—box is it？引導學生回答：it’s mingming’s pencil—box.告訴學生it’s mingming’s pencil—box可用it’s mingming’s來代替，用同樣的方式教授his、hers.
接下來是課文教學
首先，讓學生聽一遍錄音，理解課文大意，并讓學生初步感知語音、語調。讓學生再次聽錄音，跟讀課文，回答我提問的問題。
it’s amy’s t—shirt？no，it isn’t.
what colour is sam’s t—shirt？it’s red.
讓學生聽第三遍錄音，并且跟讀，錄音播放完畢后，請2~3名學生分角色朗讀課文。
本環(huán)節(jié)是新知識的呈現和練習，充分利用課堂中有限的資源，給學生創(chuàng)設了一種真實的教學環(huán)境，培養(yǎng)了他們的興趣。這樣，讓學生在快樂的過程中不知不覺地掌握了本課的重點句型。反復的聽讀課文，加強了學生對課文的理解和記憶。
三、practice趣味操練、鞏固新知
用多媒體課件呈現prat 3的四幅圖片，圖下面分別注明ms smart’s sweater lingling’s skirt amy’s skirt sam’s trousers分別顯示。老師問學生答或者學生問學生答，來練習句型is this ms smart’s sweater？yes，it’s hers./no，isn’t hers.
這一句型也是本課的重點，是一種否定表達方法。這樣師生合作完成教學曾今了師生之間的感情達到了師生互動、生生互動的效果。本環(huán)節(jié)通過反復練習鞏固并掌握了所學知識，小組合作聯系培養(yǎng)了學生的合作交流能力。
四、consoludation拓展延伸
把學生分成四個小組，各組學生把在家?guī)淼臅?、外套、裙子等物品放在一起，利用今天所學的句型進行對話，找出物品的主人。如果找對了物品的主人就給小組加分，進行獎勵，還可以去別組給物品找主人。
拓展延伸對于學生更好地理解和御用所學知識具有重要作用，它有利于開發(fā)學生思維，提高英語的交際運用能力，培養(yǎng)了學生的學習興趣。
五、summary and homework
帶領學生一起回顧本節(jié)課所學的重點單詞和句型。
讓學生將各種熟悉的物品畫在一張紙上，并且用英語標明這個物品是誰的。讓學生自己動手畫，培養(yǎng)了學生的動手能力，也進一步鞏固了所學知識。
6年級英語上冊教案篇7
lesson 13
teaching objectives:
1. master the comparative and superlatives of adverbs.
2. the comparative forms of long adjectives.
language focus:
fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to
properties: tape recorder, overhead projector, flash動畫
teaching procedures:
step 1 revision
revise be going to.
ask individual students to open the door, close the window and do other classroom duties. as they stand up to obey, ask what are you going to do? then ask the class what is he/she going to do?
step 2 presentation
showing the picture of a farm by the overhead projector.
ask what is this? what can you see on the farm? what kind of work is there on the farm?
let the students to talk about the farm.
生活在農村的學生，可以讓他們談談自己的農場情況，有多少種動物，農場的生活情況。
step 3 read and act
get the students to look at the picture on page 16 and describe it.
teach the new words about the animals on the farm.
play the tape for the students to listen and ask how many kinds of animals are there on the farm?
explain the language points:
have to, the plural form of sheep.
explain the comparative of long adjectives. give more examples, “my coat is beautiful. her coat is more beautiful than mine.”
play the tape again for the students to listen and repeat.
have them work in pairs to practise the dialogue. then ask some pairs to act it out in front of the class.
step 4 presentation
call three students to the front and say, “mary works hard. lisa works harder than mary. lucy works harder than lisa. lucy works hardest of the three.”
say another group of sentences and get the students to repeat, “l(fā)inda gets up early. kate gets up earlier than linda. green gets up earliest of all.”
step 5 read and learn
showing the students the picture of part 2. let them to describe the pictures with the comparative and superlatives of adverbs
play the tape for the students to listen and repeat and check their answer.
step 6 exercise
complete the sentences.
1. 我母親的工作是照看孩子們。
my ______ ______ is ______ ______ ______ ______.
2. 你在家得做些什么？
what ______ you ______ to ______ at ______?
3. 讓我?guī)椭阄闺u。
______ me ______ you ______ the chickens.
4. 吉姆在他們班上每天早晨到校最遲。
mike ______ ______ school ______ ______ in their class every morning.
answers:
1.mother’s job, to look after children 2.do, have, do, home 3.let, help, feed 4.gets to, the latest
step 7 homework
1. make a group of sentences to compare things.
2. finish off the workbook exercises.
the design of the blackboard
lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower
教案點評：
利用幻燈片打出農場的圖片，讓學生了解農場導入本課關于談論農場的對話的教學，通過圖片的描述教學副詞比較級。
lesson 14
1． 教學目標；
（1）使學生掌握本課重點詞組和單詞：agree with, in winter, in summer, hear doing, play with.
（2）使學生掌握形容詞和副詞的比較級和最高級的用法和句型
which do you like better, a or b? i like a better than b.
which do you like best, a, b or c? i like a best.
（3）使學生學會介紹和比較中美兩國農場的差別。
2．教具：recorder and pictures.
3．教學過程：
step 1 revision
（1）寫出下列單詞的形容詞和副詞的比較級和最高級形式：high ,bright, interesting, good, beautiful, delicious, fast.
（2）出示圖一：教師根據圖片進行提問：
what kind of sport is it?
which one is riding faster?
which one is riding the fastest?
出示圖片二：who is taller? who is the tallest in the three?
which one is running faster?
which one is running the fastest?
is the second sport man running quickly?
who is younger? who is the youngest?
which sports do you like better, the cycling or the running?
（3）復習第13課的對話，讓學生回答以下問題：
where do ji wei and jone live?
what kind of animals are on ji wei’s farm?
what kind of work does he do then?
step 2 leading - in
show students pictures of farms in china and america. they talk about the pictures first, then talk about the questions given in pre - reading in small groups. teacher calls one group to do it as a model.
step 3 presentation
part 1 pre –read
（1）show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. draw a tractor on the blackboard and teach the word “tractor”. ask them where people use that. help them to say “in the country” or “in the field” or “on the farm”. imitate the sound and teach the word “bleat”. use a picture to teach “l(fā)ake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, we can skate on the ice.”
（2）讓學生就書上的問題分組進行討論。教師可以進行巡視指導。
（3）教師檢查一組學生的討論結果。
part 2 read
（1）students read the article silently and answer questions
1. what’s the difference between ji wei’s farm and john’s farm?
2. which play does ji wei like better, the city or the country? why?
3. how about john?
4. who is cody? say sth about cody.
（3）學生閱讀課文并找出課文中的生詞和難點。教師進行講解。
agree with, hear sb doing sth …
（4）教師讓學生把這兩個農場進行比較.總結相同點和不同點.
chinese farm american farm
small, grow more rice than american big, grow more corn than chinese, have more tractors and machines, have more animals
step 4 practice
（1）教師講解句型：
which do you like better a or b? i like a better than b.
which do you like best a，b，or c ? i like a best 。
學生通過例子比較兩個句型的區(qū)別。一組句型是兩者這比較，另一組句型是三者這相比較。
教師可以出示一些實物如足球，籃球，排球等或紅白藍等顏色使用上句型進行敘述。
（2）write the topic “the city or the country” on the blackboard for the students to discuss in pairs. (they may read the dialogue in the book as a model) encourage students to use dictionaries to help them add new reasons. point out “l(fā)ots of” means “ a lot of, many.”
（3）教師出示媒體動畫，學生根據媒體動畫對畫面進敘述，教師先只讓學生看字幕和圖，要求學生自己配上旁白。也可以先讓學生看一遍內容然后再敘述。然后學生不再看字幕只看畫面進行敘述。
step 5 exercise
1. fill in the blanks.
i have a good friend who lives ① the farm.
he has many ② there, dogs, pigs, cows, etc. he uses a ③ to do the farm work , because it works faster and better. he don’t have to ④ the animals because they can find food themselves. he thinks the country is ⑤ (beautiful) than the city. he can hear the birds ⑥ and sheep ⑦ . and he often play ⑧ his dogs.
2. compare the two farms, and two boys.
ji wei’s parents grow ① and ② , john’s parents grow ③ and ④ . ji wei likes to sit and looks at the ⑤ and ⑥ . john likes to sit and listens to ⑦ . john’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.
answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with
2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating
step 6 homework
（1）要求學生完成教科書90頁第一題和第三題。
（2）把課文改編成一個對話
（3）to write out the article “the city or the country.”
the design of the blackboard
lesson 14li wei’s farm john’s farm
use a tractor use animals
like to sit and look at… go fishing…
教案點評：
通過談論運動圖片復習副詞比較等級的運用，展示圖片引入關于中美兩國農場的比較，讓學生總結其特點，最后讓學生談論他們對農村和城市的看法。
lesson 15
teaching objectives:
掌握形容詞與副詞的比較級與最高級句型的運用。
language focus:
help sb with sth like doing sth.
eating too much is bad for you
properties: overhead projector, recorder
teaching procedures:
step 1 revision
1. to talk about the country life.
2. revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.
step 2 compare
showing the students the pictures to compare. saying:
the car goes faster than the bike.
the train goes faster than the car.
the plane goes faster than the train.
so the plane goes fastest of all.
ask who works carefully in class? help the students to answer jim works carefully. ask who works more carefully than jim? help the students to answer kate works more carefully than jim. ask who works the most careful of all? help the students answer lucy works the most carefully of all.
write the model on the blackboard
the car runs faster than the bike.
the train runs faster than the car.
the plane runs the fastest of all
get some pairs to present their sentences.
step 3 practise
students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” then they talk about who can do the most work, use the dialogue in the book as a model.
give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.
step 4 read and complete
students do the exercise themselves and then check the answers
(the answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)
then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “l(fā)y” are “more + adverbs” and “most + adverbs”.
step 5 exercise in class
complete the sentences
1. 公共汽車和轎車，哪個開得快？轎車。
which goes__________ ______, the car or the bus? the car_______.
2. 所有人當中，我摘的玉米最多。
i can pick ________ ________ corns of ______.
3. 她喜歡住在鄉(xiāng)下。
she likes ______ ______ the country.
4. 邁克經常讀書到深夜。
mike often reads ______ ______ ______ ______.
5. 我認為住在城市比城鎮(zhèn)有趣得多。
i think ______ in the city is ______ ______ ______ than in the town.
6. 她經常幫她阿姨干農活。
she often ______ her aunt ______ the farm work.
answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do
step 6 homework
1. preview new lessons.
2. finish off the workbook exercises.
the design of the blackboard
lesson 15 more the quickest the earliest the car runs faster than the bike. the train runs faster than the car. the plane runs the fastest of all
教案點評：
本課主要是以學生練習為主，通過圖片展示讓學生進行比較等級的訓練。
lesson 16
teaching objectives:
掌握比較級的用法；
掌握元音/u: / /u//ue/的發(fā)音。
language focus:
/u: / u, oo /u/ u, oo, oul /ue/ ure, ua,
what are you going to do after you leave school?
properties: tape recorder, pictures
teaching procedures:
step 1 revision
revise the comparison of adverbs.
my mother usually gets up earlier than my father.
my father gets up earlier than i.
so my mother gets up the earliest of all.
step 2 spelling and pronunciation
play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.
use flashcards to give more words. get them to practise the words.
step 3 rhyme
play the tape for students to repeat and recite.
read the chant together as a class.
then divide the class into two groups to practise the chant.
step 4 listening
play the tape for the students to listen. first make sure the students understand the meaning of the passage.
then play the tape again and answer the questions.
step 5 word puzzle
first explain the word haystack means a large pile of hay firmly packed for storing.
then students find out the words in pairs.
step 6 reading
play the tape for the students to listen. ask what is john going to do after he leaves school?
students read the text silently and ask them for the main idea of the passage.
play the tape again and answer the following questions.
1. where are ji wei and john now?
2. what are they talking about?
3. where did they do just now?
4. what is john going to do after school? after college?
5. what does he want to learn at college?
6. who is following them?
explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .
step 7 writing
showing the students the picture of aunt peggy’s farm. get them to look at the picture carefully. first have them talk about the picture. then have them write one paragraph about the picture individually.
step 8 checkpoint
revise the adjectival and adverbial comparatives and superlatives.
read the useful expressions.
step 9 exercise in class
complete the words, using the proper words.
different people have different ideas.
o______ people like life in the country, but y______ people don’t. they think life in the country isn't i ______. they like to go to the c______, have dinner in the r______ and s______ and dance with their friends.
my uncle and my a______ aren't f ______, but they live in the country. they grow f______ and vegetables for f ______. every morning they will walk r ______ the fields. they can hear b ______ singing and sheep bleating. they often say, “l(fā)ife in the country is much b______ now.”
answers: old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.
step 10 homework
1. to write out the description of the picture.
2. write one passage about the city or the farm you live.
3. finish off the workbook exercises.
the design of the blackboard
lesson 16 what is john going to do after he leaves school?(go to college.)
