Lesson 12 This is our new flat教案
冀教版一起四年级英语下册Unit2Lesson12教案设计
冀教版（一起）四年级英语下册教案UNIT 2 All about MeLesson 12 Where Do You Live?一、教学设计思路教师以歌曲“House”导入新课的教学，教师采用循序渐进的方式展开教学，教学过程中穿插有趣的游戏，并保持整个教学过程的流畅和完整。
教师让学生在年快乐中学习，在游戏中进一步巩固和运用所学的知识。
二、教学目标（一）知识掌握几个地点的英文名称。
（二）能力能够询问住址并回答。
（三）情感热爱家人，关心家人，和家人共同营造一个温馨幸福的家。
三、教学重点1. 地点名称：apartment 公寓，house 房子，avenue 大街，road 路，street 街2. 掌握询问住址的句型：Where do you live? I live in a / an_____.四、教学媒体1．教师准备电脑课件（见“优秀课件”）。
2．教师准备录音机、磁带或VCD。
3．教师准备相关的教学图片。
（见“图片集锦”）4．教师准备手偶。
5．学生准备画笔和纸。
6．教师准备Kim 和Jenny 的头饰五、教学过程1．导入（1）教师和学生相互问候。
（2）教师播放歌曲“House”，师生共同欣赏。
2．呈现新课（1）教师出示一张house （房子）的图片和一张apartment（单元住房）的图片。
教师借助手偶向同学生提问：What’s this? 学生尝试着回答。
（2）教师领读house 和apartment。
教师向学生介绍：This is a house/apartment. 学生跟读。
教师给学生播放相关的动画或视频（见“优秀课件”和“视频资源”）（3）教师向学生提问：Where do you live, in a house or in an apartment? 学生根据实际情况回答。
（4）教师播放第二部分的录音，学生先认真听。
教师向学生提问：Where does Kim live？/ Where does Jenny live？（5）学生朗读对话。
Unit12 示范教案新部编本(六课时)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 12 You’ re supposed to shake handsⅠ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn how to tell what you are supposed to do. Such topic is very useful and practical to students. It’s very helpful for students to study this topic. And it is necessary.All the students can learn something about the customs of different countries from this unit. Also, it can raise students’ learning interest. It is good for students.(1) The first period mainly gives students listening and oral practice using the target language. What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow.(2)The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get detailed information from an article. It is a basic reading skill and it is of great help for students to improve their reading skills, too.(4) The fourth, period not only introduces some table manners but also provides students with many different kinds of activities. In this class, students learn how to give advice to those who are in a foreign country using the target language.(5) The fifth period includes a lot of practice to train students’ reading and writing skills.(6) All the activities in the last period in this unit are used to provide writing practice using the target language.2. Teaching Aims and Demands(1) Knowledge ObjectsIn this unit, students learn how to tell what you are supposed to do and how to give advice to those who are in a foreign country.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills using the target language.(3) Moral ObjectsDifferent countries have different customs. So we are supposed to do in Rome as the Romans do.3. Teaching Key PointTo make students learn and grasp the key vocabulary words and the target language.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.5. Studying WayTeach students how to be a polite guest.Ⅱ. Language FunctionTell what you are supposed to do.Ⅲ. Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00. Ⅳ. StructureSupposed toⅤ. V ocabulary1. kiss, bow, table manners, chopstick, fork, spoon, napkin, greet, rude, wipe, point, stick2. shake hands, be supposed to, drop by, pick up3. You should…Ⅵ. Recycling1. loudly, softly, polite, knife, custom, country, Brazil, the United States, Japan, Mexico, wrong2. on timeⅦ. Learning Strategies1. Comparing2. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularybow, kiss, be supposed to, shake hands, customs(2) Target’ LanguageWhat are people in Korea supposed to do when they meet for the first time?They’re supposed to bow.2. Ability Objects(1)Train students’ listening ability.(2)Train students’ communicative competence.3. Moral ObjectsBefore you meet foreigners, you should some customs. In this way, you can act politely and properly.Ⅱ. Teaching Key PointsTarget languageⅢ. Teaching Difficult Points1. How to train students’ listening ability.2. How to train students’ communicative competence.Ⅳ. Teaching Methods1. Scene teaching method2. Listening-and-answering activity to help the students go through with the listening material. Ⅴ. Teaching Aids1. A tape recorder2. A map of the worldⅥ. Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 11. In this unit, we learned some ways of asking for information politely. Now if you want to go to a library to get a book, how can you ask?S1: Do you know where I can get a book?S2: Could you tell me how to get to the library?S3: Can you please tell me where I can buy a book?T: Very good. You’re right. From today on, we’ll learn Unit 12.Write the two column headings on the board: Right and Wrong.Say, Please tell me things that are good to do in school and that are not good to do in school. Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late?S1: No.T: That’s right, It’s not a good idea to come to class late. You’re not supposed to come to class late. Class repeat. You’re not supposed to come to class late.S s: You’re not supposed to come to class late.T: (Writes come to class late under wrong) What are some things you shouldn’t do?S2: We shouldn’t eat in class.T: Right. You’re not supposed to eat in class.Ask students to repeat this example.Then ask students to tell about some things that are good to do in school. They may say things such as, You should do your homework every day; You should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day.You’re supposed to raise your hand before you talk.Step Ⅱ1aThis activity introduces some target language.Let students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board.Ask students to explain where each of the countries is.Suggested answers1. Brazil is in South America, next to Peru.2. The United States is in North America, next to Canada.3. Japan is in East Asia, to the east of China,4. Mexico is in North America, on the south of America.5. Korea is in East Asia, It is our neighbor.Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss.Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer. Tall students to guess if they aren’t sure.Answers1. c2. b3. a4. b5. aStep Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation.Go through the instructions with the class. Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions inActivity 1a.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers.Answers1. c2. b3. a4. b5. aTapescriptBoy 1: What are people supposed to do when they meet in your country, Celia?Girl 1: Well, do you mean when friends meet for the first time?Boy 1: Yeah.Girl 1: Well, in Brazil, friends kiss.Boy 1: What about in Mexico, Rodriguez?Boy 2: In Mexico we shake hands.Boy 1: How about in Japan, Yashi?Boy 3: We bow.Girl 2: And in Korea we also bow.Boy 1: Well, I guess in most Western countries we shake hands.Step Ⅳ1cThis activity provides guided oral practice using the target language.Read the instructions to the whole class.Point out the example in the box. Ask two students to read it to the class.S A: What are people in Korea supposed to do when they meet for the first time?S B: They’re supposed to bow.Point to the lists of customs and countries in Activity la. Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about.As students work together, move around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.S1: What are people in the United States supposed to do when they meet for the first time?S2: They’re supposed to shake hands.S3: What are people in Japan supposed to do when they meet for the first time?S4: They’re supposed to bow.S5: What are people in France supposed to do when they meet for the first time?S6: They’re supposed to shake hands.Step ⅤSummaryIn this class, we’ve learned some important words, such as bow, kiss, be supposed to, shake hands. We’ve also learned the target language What are people in Korea supposed to do when they meet for the first time? They’re supposed to bow.Step ⅥHomeworkReview the target language.Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularygreet, be supposed to(2)Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.3. Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way and wear the wrong clothes. That is, you should act according to your host’s customs.Ⅱ. Teaching Key Points1. Key Vocabularygreet, be supposed to2. Target LanguageHow was the dinner at Paul’s house last night?Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrive at 8:00.3. StructureWhat are you supposed to do when you meet someone?Ⅲ. Teaching Difficult Points1. the target language2. How to improve students’ listening ability.Ⅳ. Teaching Methods1. Listening method to improve students’ listening ability.2. PairworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep ⅠRevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.S A: What are people in Mexico supposed to do when they meet for the first time?S B: They’re supposed to how.Step Ⅱ2aThis activity provides guided listening practice using the target language.Look at the picture and ask students to tell What is happening.Help students understand that the people are at a picnic.Point to Maria and ask, what’s Maria wearing? (She is wearing a dress.)Ask, Does she look comfortable? (No.)Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Maria’s mistakes________arrived late________ate the wrong food________greeted Paul’s mother the wrong way________wore the wrong clothesAsk different students to explain the meaning of each line in their own words.Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen the first time.Play the recording again. Get students to check the mistakes Maria made.Check the answers with the class.Answers√arrived late____ate wrong food√greeted Paul’s mother the wrong way√wore the wrong clothesTapescriptBoy: Hi, Maria. How was Paul’s party?Girl: Oh, Dan, it was a disaster.Boy: It was?Girl: Uh-huh.Boy: What happened?Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00.Boy: Oh, so you were late.Girly: Yeah, but in my country it’s different. When you’re invited for 7:00, you’re supposed to come later!Boy: I see.Girl: Then when I met Paul’s mom, I kissed her.Boy: And you were supposed to shake hands instead.Girl: That’s right. And I wore a fancy dress.Boy: What’s wrong with that?Girl: Well, it was a barbecue. Everyone else was wearing a T-shirt and jeans.Boy: I guess you should have asked what you were supposed to wear.Step Ⅲ2bThis activity gives students practice in understanding the target language in spoken conversation. Go through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.Answers1. arrive at 7:002. come later3. shake hands4. wearStep Ⅳ2cThis activity provides guided oral practice using the target language.Read the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.S A: How was the dinner at Paul’s house last night?S B: Well, it was OK, but I made some mistakes. I was supposed to arrive at 7: 00, but I arrived at 8: 00.Point out the mistakes in Activity 2a and the sentences in Activity 2b. Role play Dan and Maria’s conversation using information from Activities 2a and 2b.Ask students to work in pairs. As they work, move around the classroom checking the progress of the pairs and offering help as needed.Check the answers by calling on different pairs to say their conversations to the class. Encourage students to express emotions such as disappointed or embarrassment as they say their conversations.Step ⅤGrammar FocusReview the grammar box. Get different students to say the questions and answers.S1: What are you supposed to do when you meet someone?You’re supposed to kiss.You’re not supposed to shake hands.S2: When were you supposed to arrive?I was supposed to arrive at 7:00.S3: You should have asked What you were supposed to wear.Write these sentences starters: on the board as pairs of incomplete questions and answers:What are you supposed to do when…You’re…You’re not…When were you supposed to…I was…I wasn’t…Ask different pairs of students to take turns completing each pair of questions and answers. Give cues to help the students make questions and answers.For example:T: (point at what are…) After school.S1: What are you supposed to do after school?S2: I’m supposed to go home. I’m not supposed to hang out with my friends.T: Good! You’re supposed to go home.You’re not supposed to hang out with your friends.Repeat the process using the questionWhen were…and the answers I was…and I wasn’t…T:(point to When were…)Go to bed.S1: When were you supposed to go to bed?S2: I was supposed to go to bed at 10:00. I wasn’t supposed to see a film.Step ⅥSummaryIn this class, we’ve learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7: 00, but I arrived at 8:00 and the sturcture What are you supposed to do when you meet someone?Step ⅦHomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.Step ⅧThe Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher.Okay. What should I say?You are supposed to say "good morning, teacher."2. Ability Objects(1) Train students’ integrating skills.(2) Train students’ communicative competence.3. Moral ObjectsDifferent countries have different customs.So you are supposed to do in Rome as theRomans do.Ⅱ. Teaching Key PointTrain students’ integrating skills.Ⅲ. Teaching Difficult PointHow to improve students’ integrating skills.Ⅳ. Teaching Methods1. Fast reading to let students get the general idea of the text.2. PairworkⅤ. Teaching Aids1. A projector2. The blackboardⅥ. Teaching ProceduresStep ⅠRevisionT: In last period, we summed up the expressions for telling what you are supposed to do. Now I’ll check your homework. I’ll ask some pairs to act out the conversations before the class. Suggested conversationS A: What are you supposed to do after school?S B: I’m supposed to go home. I’m not supposed to play outside.S A: When were you supposed to finish your homework yesterday?S B: I was supposed to finish it at 8:00. I wasn’t supposed to hang out with my friends.Step Ⅱ3aThis activity provides reading and writing practice using the target language.Read the words and have students repeat again and again until they can pronounce the words fluently and accurately.Read the instructions. Do you know what an opinion is?Ask a student to answer it. (An opinion iswhat you think or how you feel about something. )Look at the chart. Point to the word attitude on the chart and say, An opinion is like an attitude. Tell students what they will write in the chart. (the attitude of the Colombian girl and the Swiss boy toward these three things: being on time, visitinga friend’s house, and making plans with friends. )Ask students to read the first paragraph on their own. When they read, move around the classroom helping them as necessary. Then ask students to read the second paragraph. Again, as they read, move around the classroom answering any questions. Then read the instructions again and point out the chart. Point to the words attitude toward and ask what other words in the instruction line mean the same thing(opinions of).Invite a student to read the sample answer to the class. Then let him point out which sentence the answer is found in.Ask students to read the paragraphs again and complete the chart on their own.Correct the answers with the class.AnswersColombian: We’re pretty relaxed about time. We often just drop by our friends’ home. We don’t have to make plans when we get together with friends.Switzerland: It’s very important to be on time. We never visit a friend’s house without calling first.We usually make plans to meet friends.Step Ⅲ3bThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the conversation to the class.S A: What kinds of rules do they have in Colombia?S B: Well, they have pretty relaxed rules.S A: Like what?S B: Well, it’s OK if you’re not on time.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Use true information.Have students work in pairs.Ask some different pairs to say their conversations to the class.Suggested answersS A: What kinds of rules do you have in your opinion?S B: Well, we have relaxed rules.S A: Like what?S B: Well, it’s OK if we visit a friend’s house without calling first.Step ⅣPart 4This activity provides reading, Writing, listening and speaking practice using the target language. Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.S A: Can you tell me the things I’m supposed to do?S B: The first thing is to greet the teacher.S A: Okay. What should I say?S B: You’re supposed to say "good morning, teacher."Get students to complete the work in pairs. As they work, walk around the classroom offering help as needed.Review the task. Ask a few students to share their conversations with the whole class.S A: Can you tell me the things I’m supposed to do?S A: The first thing is to do your homework.S A: Okay. What should I say?S B: You’re supposed to say "I must do my homework".Step ⅤSummaryIn this class, we’ve learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I’m supposed to do? The first thing is to greet the teacher. Okay.What Should I say? You are supposed to say "good morning, teacher". We’ve also done a lot of reading, speaking and writing practice using the target language.Step ⅥHomework1. Write a conversation using the information in Part 4.2. Finish off the exercises on pages 49～50 of the workbook.Step ⅦBlackboard DesignThe Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ ability to understand the target language in spoken conversation.(3) Train students’ ability to use the target language.3. Moral ObjectsIn order to behave politely at the dinner table, you’re supposed to learn some talbe manners.Ⅱ. Teaching Key Points1. Key Vocabularywipe, stick, chopstick, rude, point, pick up2. Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.Ⅲ. Teaching Difficult Points1. Flow to improve students’ listening ability.2. How to use the target language.Ⅳ. Teaching Methods1. Listening method2. PairworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep ⅠRevisionCheck homework. Get some students to read out their conversations using the target language in Section A 4. Collect their conversations and help correct their errors.Step ⅡPart 1This activity introduces new vocabulary and provides reading practice using the target language.Look at the picture and ask students to say what is happening in it. (A family is eating a meal.) Look at the title, Mind your manners!Ask. What do you think it might mean?(It means be careful of how you act.)Read the instructions and point to the five statements about manners. Ask students to read the statements.1. In the United States, you’re not supposed to eat with your hands.2. In Peru, you are not supposed to talk at the table.3. In China, you’re not supposed to pickup your bowl of rice.4. In Korea, the youngest person is supposed to start eating first.5. In Brazil, you should wipe your mouth with your napkin every time you take a drink.Review the five statements to be sure students understand what each one means. Ask students to act out them.Then ask students to complete the quiz on their own.Correct the answers with the class.Answers1. T2. F3. F4. F5. TStep Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation. Read the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese.Look at the four pictures. You will hear the exchange student Steve, talking with his Japanese friend, Satoshi.Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan.Point to the boxes where students are supposed to write a number next to each picture. Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording.Play the recording the first time.Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures.Correct the answers with the class.AnswersThe pictures should be numbered in the following order:2 1 4 3TapescriptSatoshi: You must be really excited about leaving for Japan tomorrow, Steve!Steve: Yeah, I am. But I’m a little nervous, too.Satoshi: Nervous about what?Steve: Well, for one thing, I don’t know how to use chopsticks very well…and I don’t know how to behave at the dinner table.Satoshi: Oh, I see. I could give you a little lesson on Japanese table manners if you like.Steve: Really? That would be great!Satoshi: Hmmmm. Let me see. One difference is that sometimes it’s polite to make noise whenyou’re eating. Especially when you’re eating noodles. It shows that you like the food.Steve: Really? That’s interesting. In the United States you’re not supposed to do that.Satoshi: Yeah, I know. OK. so here are some chopstick rules: it’s rude to stick your chopsticks into your food. And you shouldn’t point at anyone with your chopsticks.Steve: Oh, OK. I won’t,Satoshi: And also, this isn’t about table manners exactly, but you should know that you aren’t supposed to eat or drink while walking down the street.Steve: Huh.Satoshi: Oh, and the most important thing you need to know is that you’re not supposed to talk when you’re eating dinner. Only parents are allowed to talk at the dinner table. Children are not allowed to speak.Steve: Wow! That’s…that’s unusual!Satoshi: I’m just kidding! Boy, you’re really gullible, Steve!Step Ⅳ2bThis activity provides listening practice using the target language.Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.1. You aren’t supposed to…a. to make noise while eating noodles.2. It’s polite…b. to stick your chopsticks into your food.3. It’s rude…c. point at anyone with your chopsticks.4. You shouldn’t…d. eat or drink while walking down the street.You will hear the same recording again.This time as you listen, write the letter of the correct sentence ending after each sentence starter. Look at the sample answer. Read the correctly completed sentence to the class:1. You aren’t supposed to eat or drink while walking down the street.Play the recording again. Ask students to write the letters in the blanks alone.Check the answers with the class.Answers1. d2. a3. b4. cStep Ⅴ2cThis activity provides guided oral practice using the target language.Go through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the sentence starters.S A: We’re supposed to…S B: Yes, and it’s rude to…Now, complete each one with a true statement about table manners in your country.Ask two students to read their sentences.S A: We’re supposed to eat with chopsticks.S B: Yes, and it’s rude to eat with our hands.Point out the sentence starters in Activity 2b. Say, Have a conversation about table manners in your country with a patter.You can use the sentence starters in Activity 2b to help you get started.Have students work in pairs. Ask one or two pairs of students to say their conversations to the class.Step ⅥSummaryIn this class, we’ve learned some key vocabulary, such as wipe, rude, point, pick up. We’ve also learned the target language by listening and speaking.Step ⅦHomeworkTalk about the table manners in your country using the sentence starters inActivity 2b.StepThe Fifth PeriodⅠ.Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularytable manners, behave, be/get used to, cut up, full, fork, You should…(2) Practise reading an article.(3) Practise writing something using the target language.2. Ability Objects(1)Train students’ reading ability.(2)Train students’ writing ability.3. Moral ObjectsWith the development of society, table manners are more and more important.Sometimes they can help people succeed.So you have to learn more table manners.Ⅱ. Teaching Key PointPractise reading and writing using the target language.Ⅲ. Teaching Difficult PointHow to write an e-mail message.Ⅳ. Teaching Methods1. Reading comprehension to help students grasp the main idea of the text.2. Writing method3. Groupwork to make every student work in class,Ⅴ. Teaching Aids1. A projector2. The blackboard。
人教版七年级下册英语教案：Unit 12 Section A(1a—2c)(1)
课题Unit 12 SectionA(1a—2c)授课人二次备课课时第 1 课时（总 4 课时）课型听说课教学目标知识与技能：1.Master the new words and phrases in this part.2. Practice listening and speaking skills.过程与方法：Autonomous learning and co operative investigation.Pair work and group work情感态度与价值观：学习谈论过去发生的事，回顾自己过去有趣的经历，正确运用一般过去时。
热爱大自然，热爱劳动。
重点难点1. 一般过去时态的“三变”技巧2. 灵活运用表达重点句型。
教法学法“三五三”教学策略小组合作互动探究板书设计Unit 12 What did you do last weekend?Section A生词：camp lake beach sheep natural visitor tiredStay away mouse baby shout language重点句型：1.What did you do last weekend?I did...Stay uplaterun awayshout at 教学过程环节知识点教师活动学生活动二次备课估时1 Warm-upNew words inthis part1Show studentssome pictures andask them what they1. Free talk2. Wor kwith their6分钟can see.2.Teach the new wordspartner3. Learn thenewwords2 Pre-task Phrases andsentences in thispart1. Let thestudents matchthe words withthe foods in1a.2. As k thestudents tolisten to therecordercarefully.3. Ask them reada fterthe recorder.1. Match thewordswith thepicturesin 1a.2. Listen to therecordercarefully3. Readtogether.一般过去时态的“三变”技巧Work asSheep单复数同行10分钟3 While-task conversations Make a newconversationaccor ding to 1aMake a newconversationwith theirpartners8分钟教学过程环节知识点教师活动学生活动二次备课估时4 Post-task ListeningSpeakingWriting1. Ask thestudents tolisten to therecordercarefully.2. Thenfinish 2a and2b.3. Listenagain to checkthe wrongplaces.4. Make1. Listen tothe recordercarefully.2. Finish 2aand 2b.3. Listenagain tocheck thewrong places.4. Make asurvey intheir groupand report.Pa y attentionto thepronunciations15分钟a survey .5.summary Ask students whatthey have learnttoday.Give asummary一般过去时态的三变技巧3分钟6 Homework Give studentshomeworkFinish theexercise inPeitao andmemorize thewords .3分钟课后小结Most students learnt this part well, they can master the mainLanguage points. However, a few students didn’t do well ,especially, listening . We should help them after class.。
科普版英语六年级上册：Lesson12Mynewhome教案设计
科普版英语六年级上册：Lesson 12 My new home 教案设计教学内容：本节课教学内容为科普版英语六年级上册Lesson 12 My new home。
通过本节课的学习，学生将能够理解并运用描述家的词汇和句型，如“客厅”、“卧室”、“厨房”等，以及“Where is/are？”的句型来询问物品的位置。
教学目标：1. 知识目标：学生能够理解并运用描述家的词汇和句型，如“客厅”、“卧室”、“厨房”等，以及“Where is/are？”的句型来询问物品的位置。
2. 能力目标：学生能够通过图片、实物等直观教具，运用所学词汇和句型进行口语交流，描述家的布局和物品的位置。
3. 情感目标：培养学生对家的热爱和关注，激发学生对英语学习的兴趣和积极性。
教学难点：1. 描述家的词汇和句型的正确运用。
2. 学生对“Where is/are？”句型的掌握。
教具学具准备：1. 教具：PPT课件、图片、实物等。
2. 学具：学生自带的图片、模型等。
教学过程：1. 导入：通过图片或视频展示不同的家，引导学生关注家的布局和物品的位置，激发学生的学习兴趣。
2. 新课呈现：通过PPT课件呈现本节课的重点词汇和句型，如“客厅”、“卧室”、“厨房”等，以及“Where is/are？”的句型。
教师进行讲解和示范，学生跟读并模仿。
3. 实践活动：学生分成小组，每组选择一张家的图片或模型，用所学词汇和句型进行描述和交流，询问物品的位置。
教师巡回指导，纠正错误。
4. 巩固练习：通过PPT课件展示不同的家的图片，学生用所学词汇和句型进行描述和交流，巩固所学知识。
板书设计：1. 科普版英语六年级上册Lesson 12 My new home 教案设计2. 重点词汇：客厅、卧室、厨房等3. 重点句型：“Where is/are？”作业设计：1. 家庭作业：学生用所学词汇和句型描述自己的家，写一篇短文，不少于50词。
2. 小组作业：学生分成小组，每组设计一个家的布局图，用所学词汇和句型进行描述和交流。
Lesson12_教学设计
一、教学内容与分析1. Fun story本部分综合本单元前五课的对话内容编写了一段有趣的小故事，旨在激发学生的学习兴趣，巩固所学内容。
2. Let’s check复习检查十个学习用品的单词。
3. Let’s think综合多元智能活动。
复习所学文具，锻炼学生的细节观察水平。
二、课前准备1. 准备猫、鸟、猴子的头饰。
2. 准备十种学习用品的实物。
三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 课前组织学生演唱英语歌曲。
2) 分组表演各课的对话，实行比赛。
2. 新课导入(Presentation)1) 教师手拿自己的一本书边指边说This is my book. Look at my book.然后再拿出自己的pen, pencil, eraser等学习用品，边指边重复Look at…让学生理解Look at my book.的含义。
2) 出示本课教学图片，让学生边看图片边听录音，录音要反复听几遍，使学生明白：(1)图片中每个人物所说的内容：图④中，猴子拿着小猫的学习用品说“这是我的转笔刀……，”小猫在图⑤中纠正说“不，这是我的……”，注意其中的my要重读；(2)每幅图之间的联系。
指导学生把六幅图的对话内容联系起来实行操练。
3) 让学生听录音，模仿录音中的语音语调，然后鼓励学生戴上小动物头饰，实行故事表演。
3. 趣味操练(Practice)1) 通过游戏复习十个学习用品的单词。
2) “找朋友”游戏：把所学文具单词卡片发给学生每人一张，允许他们看但不能读出声来，然后收起卡片。
接着教师发令，学生在最短时间内以最快速度找到相同单词，并快速跑到教师面前大声读出单词，给最先准确地找到三组词的学生奖励。
3) Let’s think的教学重点分为复习所学的十种文具词汇和培养学生对图片细节的观察力两个方面。
教师可针对这两个方面来灵活设计教学活动，让学生在趣味游戏中学语言、用语言、长水平。
新概念第一册教案Lesson12
每日一句 every day English：Well begin is half done. 良好的开始是成功的一半。
Lesson 1 - Excuse me! & Lesson 2 - Is this your…?第一次课：自我介绍、认识学生、课程简介10’（上课要求：笔记记在书上空白处，学生准备练习本）第一册介绍：学习英语的敲门砖字母歌ABCD EFG HIJK LMN OPQ RST UVW XYZ, XYZ now you see, I can say my ABC.语音音标篇自然拼音,结合青少版新概念：基础较好，初一左右：英文中有48个音标，分为元音和辅音。
●20个元音，28个辅音。
元音分为：长元音，短元音；双元音，单元音。
元音：┌单元音┬前元音（4个）：/i:/、/i/、/e/、/æ /│├中元音（3个）：/ə: /、/ ə /、/ʌ/│└后元音（5个）：/ɑ: /、/ɔ/、/ɔ: /、/u/、/u: /└双元音发/i:/的单词：●bee 蜜蜂tea 茶pea 扁豆key 钥匙see 看见three 三发音规则：ee，ea，e，ie（ei）•ee cheese，deed，meet，free，see，decree，degree，geese，feel，bee•ea each，east，easy，eager，ease，seat，beat，meat，please，plea，tea，eat，sea，release agent• e he，she，even，equal，ego，evening•ie（ei）receive，relieve发/i/的单词：big 大的city 城市with 和family 家，家庭happy 快乐的，愉快的，高兴的little 小的发音规则：i，y，e•I sit，is，if，it，inch，ill，ink，initial，issue，impact，incident，bit，gift，wish，disk，fish，kick，sink，zip，ship，witch，•y myth，many，twenty，happy，heavy，empty，lucky，dirty，lazy，lovely，electricity，city，ability，any • e defect，decide，deliciousLesson 1-2一．本课重点：1.辨析：Excuse me 和I’m Sorry的用法2.代词：人称代词和物主代词，主格和宾格的区别，四个指示代词，代词与be动词的使用搭配及其缩写3.语气：陈述句变一般疑问句，及其肯定回答4.句型：Is this your ...? -Yes, it is.5.音标，自然拼音/i:/ /i/二．教学步骤：1. 引入：1minHello, everyone .I’m your teacher. 早上好，我是你的新老师，你可以叫我王老师. Er, Excuse me, can you speak English? 不好意思，请问你会说英语么？我们学英语已经有一段时间了，我们就可以很骄傲的回答：Yes, I can speak English. 假如现在在路上，碰到一个外国人，他可能跟你打招呼的第一句话就是，Excuse me, can you speak English. 大家有没有注意到，当我们想要提出一个问题或打扰别人时，我们就会说：Excuse me. 而今天要学的课文正是从这句话开始的。
小学四年级英语导学案Lesson 12 This is our new flat .
小学四年级英语导学案（第1课时）课题：Lesson 12 This is our new flat .主备人：李红一：学习目标：1. 能听懂、会说本课课文，并能在实际情景中运用。
2. 掌握“四会”词句：bedroom, living room, kitchen, bathroom,clean and tidyIt’s on the second floor. They are clean and tidy.二：重难点：1. 熟练掌握四会词句。
2. 学会描述房间结构。
三：预习导引（自主学习）说出单词：bedroom, living room, kitchen, bathroom,clean and tidy 的汉语意思是什么？四：交流合作，探究学习1. 教师出示一张卧室的图片问学生：What’s this ?教师放录音bedroom教师领读bedroom两遍。
用同样的方式教授完其他句子和单词，并让学生重复。
2. 老师进行课文讲解. 理解会读会认短语：on the second floor.3. 听对话录音，跟读并理解句意。
五：课堂检测：补全单词：b - dr - - m, l - v - ng r - - m, k - tch - n,b - thr - - m, cl - - n and t - dy六：作业：1. 抄写单词并背诵。
2. 做《活动手册》第IV题。
课题：Lesson 12 This is our new flat .主备人：李红（第2课时）一：学习目标：1. 能听懂、会说、会表演本课的对话。
2. 掌握几种表示方位的词。
二：重难点：1.“四会”词句：Where is your bedroom? It’s in the middle.2. 能听懂、会说本课课文，并能在实际情景中运用。
三：预习导引：Talk about your classroom,using nice, beautiful,colorful,small/big, bright, clean and tidy让学生用学过的这些词描述一下自己的教室，能说的越多越好。
五年级上册英语全册教案(陕西旅游出版社)
五年级上册英语全册教案（陕西旅游出版社）本资料为woRD文档，请点击下载地址下载全文下载地址Lesson11Iliveonafarm教学目标．会说会用这些句子：whatdoyouhave?Ihaveacow,adog,agoat,aduckandahen.myGrandmahasahen.2．会说会用会写这些单词goatduckhenhorsefarmer.重点难点会说会用这些句子：whatdoyouhave?Ihaveacow,adog,agoat,aduckandahen.myGrandmahasahen.教学准备.准备一幅农场的挂图，画面上要有acow,adog,agoat,aduckandahen。
2.教师准备goatduckhenhorsefarmer的图片和单词卡片。
3.准备几幅图片：1，男孩骑着牛2，奶奶身旁有只鸡3，猫嘴里叼着鱼4，叔叔骑着马5，女孩抱着鸭6，男孩牵着羊。
教学过程)单词巩固活动：游戏：what’smissing?老师先让学生看着图片，把今天学习的单词goatduckhenhorsefarmer一个一个拼读一遍，再把图卡依次贴到黑板上，让学生看着图卡再说单词，说完一遍后，老师把其中之一迅速去掉，问学生：what’smissing?看哪个学生能很快记起是哪个单词缺了，并说出这个单词：…ismissing.老师再把其中之一去掉，问：whataremissing?学生要记起是哪两个单词缺了，说：…and…aremissing.这样一直到把所有的卡片全部去掉，老师问：whataremissing?学生要把所学的单词全部记住了，那就太棒了，别忘了鼓励他们吆2）句型巩固活动：这一课的重点句型是Ihaveacow,adog,agoat,aduckandahen.这里have是“有”的意思。
它表示某人有某物，也就是说某物属于某人所有。
而Therebe句型用来表示某处有某物，这东西并不属于某个人。
Lesson 12说课稿
Lesson 12说课稿Lesson 12说课稿1六年级英语上册Lessn 12 We are ging t see T说课稿本课教材是陕旅版小学英语六年级上册Lessn 12 We are ging t see T。
第一课时本课将学习如何表述在听到他人不幸的消息时的反应，还将涉及到一般将来时的学习。
一、教学目标（Teaching ais）1.学习在听到他人不幸的消息时，如何用语言表达。
2.学习一般将来时。
3.巩固句型Ma I…？4.“四会”词句：after schl, srr, hear, ill in bedWhat are u ging t d after schl?We areging t see hi.I’ srr t hear that.5. “三会”词句：Lesson 12说课稿2采用活动途径倡导体验参与，是英语课程标准提出的精神主旨，因此通过听说读写玩做等各种教学活动，让学生从具体而生动的亲身体验中逐步掌握语言基本技能，提高实际运用语言的能力，是英语课堂教学的首要目的，在本课的教学中，针对学生的认知水平来，本着激趣为主的方针，我是这样来实施这一节课的:一、直观教具的引入，激发学生求知欲让学生爱学,乐学,洋溢于快乐的学习氛围中是英语教学的主要方式，本着学生对新事物的渴望，在教学camera时我将实物带入课堂，让学生在看中学，读中学，用中学，从而大大降低了单词的枯燥乏味。
针对take a picture，让学生亲手实践，不仅让学生敢于开口说也锻炼了学生对语言知识的运用能力.二、图文声并茂的情境培养了学生语言的运用能力多媒体的运用不仅增添了丰富多彩的内容，大大激发了学生学习英语的兴趣，在教学hurt时，创设了I hurt my _____.A:Don’t worry.I can help you 的情景.在情境中不仅锻炼了学生的分析能力，合作能力，交际能力，也大大加强了对英语的运用能力虽然在整堂课下来，感觉自己能用英语完成教学，也有了一定的自信心，自身素质得到了锻炼，也有了一定程度的提高，但回顾教学过程却发现自己在Make dialogues时限制了学生的思路，留给学生自由发挥的空间较小，而且对学生编的`好坏欠缺及时评价，导致学生没有明确的方向，因此在今后的教学中不仅要认真钻研教材更要认真备学生。
【教学设计新部编版】Unit 2 Lesson 12冀教)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 2 Lesson 11Letters W~Z【知识目标】让学生会说会写字母W~Z。
【能力目标】能听、说、读W~Z，并能流畅书写。
【情感目标】建立学生对英语的良好印象，增强学生学习英语的兴趣。
【教学重点】能听、说、读W~Z。
【教学难点】正确书写辨认W~Z的大小写。
◆教学重难点◆◆课前准备◆教学目标1.课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2.教具学具：光盘、大卡片等。
◆教学过程Step 1 Warm-up(The teacher stands at the stage and let students to review the lesson we learned last class) T: Read the letter WXYZ together.(The students read the letters together.)T: What’s the initial letter of the word: wind?Ss: W(The teacher looks at individual students, asking this question and prompts them to answer.) T: What’s the initial letter of the word: yummy?S1: Y(The teacher gets three or four students to come to the front of the classroom.)(The teacher explains to the students: what’s the function of a letter?)T: What’s the initial letter of the word: zoo?S1: ZT: What’s the initial letter of the word: window?S2: WT: What’s the initial letter of the word: window?S3: WT: What’s the initial letter of the word: yak?S4: YT: What’s the initial letter of the word: zebra?S5: ZT: What’s the initial letter of the word: wind?S6: WT: What’s the initial letter of the word: yummy?S7: YT: What’s the initial letter of the word: zoo?S8: ZT: What’s the initial letter of the word: zigzag?S9: ZStep 2 Presentation1. Play a game. (Give students the cards of the letters and let students do the game. The teacher say to the students: may I have the letter Z? Then, the students find the letter as quickly as they can. The quicker one will get a present. The teacher does an example.)2. Listen to the tape, please. Find some students to perform this situation on the stage.Step3 HomeworkCopy and memorize the newly learned words.◆教学反思无。
《Lesson12TheUS》英语教案范文
《Lesson 12 The U S》英语教案范文1、知识目的：学习“U.S. know”以及关于美国的相关常识。
2、才能目的：可以读、写、说出并且听懂“U.S. know”，可以说出并且听懂“Do you know ? Yes, I know. No, I don't know.”3、情感目的：激发学生对英语的持久兴趣，培养运用语言进展交际的才能，鼓励同学之间的合作并能互帮互助。
一、 Class Opening and Review1，歌曲(第九课所学)2，出示世界地图指着中国问What's this country? (China.)What colour is this country?(It's red.)What's the capital city of this country?(Beijing.)What country is east of China?(the U.S.)What do we speak in China?(Chinese)Can you talk about China's flag?(It's red.It has yellow stars.)What are the represent things in China?(The Palace Museum.)通过综合语言训练方式复习了中国的根本常识。
2，指着加拿大地图问What's this country? (Canada.)What colour is this country?(It's green.)What do they speak in Canada?(English and French.)What is the capital city of Canada? (It's Ottawa.)What country is south of Canada?(the U.S.)Can you describe Canada's flag? (Canada's flag is red andWhite. It has a leaf.)What is the famous waterfall in Canada?(Niagara Falls.) What's the mountains' name in Canada?(Rock Mountains)通过综合语言训练方式复习了加拿大的根本常识二、 New Contents1. 教师问“Boys and girls, do you know the U.S.? ”S: Yes.T: Yes, you know. (教学新单词“U.S. know”)教师指着黑板上的地图，说“This is the U.S. We can als o call it 'the United States'. 'U.S.' is short for 'the United States'.”2. T: What else do you know about the U.S.? Now you can discuss in your groups. (小组交流自己所知道的和在课下搜集的有关美国的常识。
六年级下册英语教案(冀教版)Lesson12
学生以小组为单位展示成果。通过评价手段鼓励学生进行活动。学生可以根据自身水平选择活动展示形式。
逐图处理信息，内化语言。更深一步的理解海伦的坚信和坚持，苏利文老师的爱心与耐心，达成情感教育。
孩子们乐于模仿故事中角色的语气。通过表演，学生更深入地理解故事，在故事生动的情境中自然地生成英语语言输出。
板
书
设
计
Lesson 12 Helen Keller
1880 in the U.S. Anne Sullivan
deafworked hard
blind writer
教
学
反
思
通过学习Helen Keller这位世界上着名身残志坚有志之人的优秀事迹,让学生学有所得,学有所悟,希望她的精神能激励和教育我们的学生在任何时候遇到艰难永不退缩。
教学重点：学生能运用多种阅读策略理解故事内容，并能用正确的语音、语调朗读故事。
教学难点：学生能借助图片、提示词等帮助复述故事。
教学策略分析
课前准备
教师
PPT课件、教学光盘
学生
教学活动过程设计（第课时）
教学
环节
教学活动
设计
意图
教师活动
学生活动
步骤1：Warm-up(5分钟)
步骤2：Presentation
2.学生分角色进行朗读或打破图片顺序，重新排序后复述故事。
步ቤተ መጻሕፍቲ ባይዱ3：Class closing(2分钟）
教师引导学生探讨故事的寓意,启发学生思考。
教师布置作业1.Please read the story toyourparents.
2. Gather more information about Helen Keller.
LessonThisisournewflat教案
Lesson 12 This is our new flat.(3 periods)Learning aims:1 四会单词和句子：bedroom living room kitchen bathroom clean and tidyIt’s on the second floor.They’re clean and tidy.Where is your bedroomIt’s in the middle.2 掌握几种表示方位的词。
3 掌握I have two hands.这首各歌中的新单词意思，会唱这首歌。
Important points:学会用形容词描述房间的状况。
Difficult points:掌握歌中的新单词和意思。
Step Ⅰ Review and introduce1 Sing the English song “Little Peter Rabbit” twice.2 T: What do you haveS: I have a little bird. It’s small. I like it.T: What do they haveS: They have a little cat.Step Ⅱ Presentation1 Listen and repeat the following:a bedroom a living room a bathrooma kitchen clean and tidy2 T: Is this your new flatS: Yes, it is .T: Where is your bedroomS: It’s in the middle .Step Ⅲ Practice1 Listen ,look and match.2 Let’s practice(Ⅰ)Make up a dialogue.This is my bathroom.It’s nice and clean.Is this your kitchenYes,it’s clean and tidy.3 Let’s practice (Ⅱ).Look at the picture and make up a dialogue. A: Is this your new flatB: Yes, it is .A: Where is your bedroomB: It’s in the middle.4 Answer the questions.How many bedrooms are there in your flat Which floor do you live onIs your living room clean and tidyStep SummaryWhere is your bedroomIt’s in the middle.(on the left/right) Step Ⅴ Homework1 Write new words and sentences.2 Recite the text.3 Review the lesson 1-12.。
Lesson 12教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Lesson 12： Rain and Sun教学目标：1、知识目标：学习新单词：sun ，cloud, rain, , wind ，snow和句型：Thisis the sun .The sun is hot .The Snow is cold and white.欣赏和听唱本课歌曲。
2、能力目标：掌握本课单词；学会介绍本课的太阳等景物并能说出它们的特性。
3、情感与态度目标：培养学生积极的学习态度，热爱大自然和生活的情感。
教学重点：学习本课介绍太阳等景物的句型：this is…和介绍它们特性的句型：主语+be动词+形容词。
教学难点：运用本课所学的语言知识进行实际交流；听懂并学唱本课歌曲。
本班共有6名学生，其中男生3人,女生3人。
学生总体反映出纯朴、可爱的样子。
但是一部分学生不是很喜欢上英语课，学生主动学习的积极性不高，作业不能认真完成。
可能原因在于英语处于非主非副的尴尬地位：说它是主课，可是又没有主课的课时以及特权待遇，说它是副课，可是又要统考。
学生对语文、数学有一种重视感，但是对英语则不然。
所以造成了学习不够主动，不愿吃苦的现状。
教学过程：Step1: Greeting and reviewing1.Say “hello”, Greet the students with some phrases that learned.2.Listen or Sing a song：“the month song”3.Review the words of twelve months.（课件出示）Step2: Leading-inOk,now let’s learn lesson 12 : Rain and Sun.Step3: New concepts(一) What is it?1.课件依次出示书中的四幅图片及句型。
企众学校—六年级英语下册 Lesson12 教案_1
Step 2 Presentation
A、学习单词
1、师板书，领读单词
centimetre
dinosaur
whale
2、用抢答的方式熟记单词
B、谈话导入 Read
“世界上最大的国家是哪国？〞，让学生初步了解一些有关世界之
最的知识。
1、教师出示一男、一女两张图片，下面写上名字、身高和年龄。
2、教师将第一段慢速表达。
1 知识与技能：A、复习各种时态的句式；形容词的比较级、最高级及序数词。
B、完成 Checkback 习题
2.过程与方法：A、师问生答、小组讨论的形式复习内容
B、做练习题稳固知识点
3.情感态度与价值观： 让学生养成细心、认真的好习惯，增强自信心。
重、难点 即考点 复习各种时态的句式；形容词的比较级、最高级及序数词。 分析
Step 3 Practise 〔一〕、句式变换：
备注
1、I am reading now.〞(对划线局部提问)
2、He is young.she is younger.(用 than 合并成一句话)
3、She went to the park last Sunday. (对划线局部提问)
4、I watched TV yesterday. (对划线局部提问)
3、What’s is the longest boat in the world called?
Step 5 Consolidation and Extension 根据关键词复述课文
Homework 听录音，熟读 Read 后四段。
重、难点及
say
make
go
get
run
eat
take
2019年春学期小学英语(人教新课标)三年级下册Unit 2 Lesson 12教案word版1
（人教新版）四年级英语下册教案Unit 2 It is time to get up（Lesson 12）教材分析：本课是人教新版小学英语四年级下册第二单元最后一课，也是一节复习课（Revision），借助早上Mimi叫Mickey起床上课这一趣味故事的形式，对本单元的知识点进行归纳、总结，全面复习本单元所学的句型及词汇，并用其进行灵活的对话交流。
依据本课内容我采用了听、说、学和练的四步教学方法，利用电脑多媒体、录音机、游戏等教学手段，增强教学的趣味性和新颖性。
通过在“玩中学，学中玩”的愉快教学思路，将快乐贯穿于课堂教学中。
教学目标：1. 知识目标：全面复习本单元所学的句子及词汇，达到理解运用的目的。
2. 能力目标：能利用所学句子进行对话交流。
3. 德育目标：教育学生要早睡早起，不要像Mickey那样。
教学重、难点：本单元所有的句子和词汇。
教具准备：多媒体课件，录音机教法:1. 情境教学法.2. 游戏教学法.学法:1. 小组合作交流.2. 自主学习探究.教学过程：Step 1：Revision1. Review the chant of Lesson 11.Say the chant together.（借助第11课的小儿歌快速进入学习英语的氛围）Spell the four skill words. （复习第二单元的三、四会词和词组，四会词要求能拼写）Look, say and act .（看图表演对话，复习本单元的对话和句子）Step 2：The new lesson1. Look and say. （看这则趣味故事，简单说说其大概意思。
）2. Look listen repeat and act.（看动画片，读对话并表演，给动画配音，培养学习兴趣，锻炼语言运用能力。
）3. Look at the picture, listen after the tape. Read in pairs.4. Ask some pairs to prepare and act out in class.5. Look at the books and read the story in pairs.（读对话，复习巩固）Step 3：Practice1. Do the exercises. Just check. Listen to the tape and finish the exercises. Then listen again and check the answers in class.（听录音标号，巩固所学）2. Play the game: Super star.（“超级明星”活动，拓展知识面，激励竞争意识，培养小组合作精神。
【最新】人教精通版英语6年级下册教案：Lesson 12
1. 单元教学目标1. 能够借助图片和所学的单词与句型，当适当的情景中运用There be句型、祈使句以及情态动词can等来描述方位和方向，用英文完成就有关居住城市或小区、问路与指路话题的讨论和交流。
2. 能够在相关语境中，正确听、说、认读下列三会内容：bookshop, clothes shop, supermarket, post office, in front of, behind, across the road, by subway, on foot,go down this street, cross the street, turn right at the traffic lights等单词、短语以及There is a bank front of my home. How can Iget to the City Library? You can get there by the No.6 bus. 等句子。
3. 能够在真实的语境中正确听、说、读、写下列四会内容：river, near, beside, between, healthy, vegetable, street, turn right, on the left/right, minute, half an hour, by bus,city等单词、短语以及There is a park near my home. Where is the bookshop? Go down the street. The bookshop is onthe left. 等句子。
4. 能够运用自然拼读法，体会字母组合ed, cl和ck在单词中的读音规律，读出例词并能正确说唱3首歌谣，做到发音准确、清晰。
5. 重视本单元Fun Facts的学习，通过阅读，了解纽约中央公园概况以及中外公园不同的职能，增长课外知识，同时逐步学会抓关键词和主题句、根据上下文猜测词义等阅读技巧。
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Lesson 12 This is our new flat.
(3 periods)
Learning aims:
1 四会单词和句子：bedroom living room kitchen bathroom clean and tidy
It’s on the second floor.
They’re clean and tidy.
Where is your bedroom?
It’s in the middle.
2 掌握几种表示方位的词。
3 掌握I have two hands.这首各歌中的新单词意思，会唱这首歌。
Important points:
学会用形容词描述房间的状况。
Difficult points:
掌握歌中的新单词和意思。
Step Ⅰ Review and introduce
1 Sing the English song “Little Peter Rabbit” twice.
2 T: What do you have?
S: I have a little bird. It’s small. I like it.
T: What do they have ?
S: They have a little cat.
Step Ⅱ Presentation
1 Listen and repeat the following:
a bedroom a living room a bathroom
a kitchen clean and tidy
2 T: Is this your new flat ?
S: Yes, it is .
T: Where is your bedroom?
S: It’s in the middle .
Step Ⅲ Practice
1 Listen ,look and match.
2 Let’s practice(Ⅰ)
Make up a dialogue.
This is my bathroom.
It’s nice and clean.
Is this your kitchen ?
Yes,it’s clean and tidy.
3 Let’s practice (Ⅱ).
Look at the picture and make up a dialogue. A: Is this your new flat?
B: Yes, it is .
A: Where is your bedroom?
B: It’s in the middle.
4 Answer the questions.
How many bedrooms are there in your flat? Which floor do you live on?
Is your living room clean and tidy?
Step Ⅳ Summary
Where is your bedroom?
It’s in the middle.(on the left/right) Step Ⅴ Homework
1 Write new words and sentences.
2 Recite the text.
3 Review the lesson 1-12.。