PEP小学英语第六册教学设计新部编版
【部编版】小学六年级英语上册全册教案
【部编版】小学六年级英语上册全册教案教案名称：部编版小学六年级英语上册全册教案一、教学目标1. 知识目标：（1）能够掌握本册书中所学的单词、短语和句型。
（2）能够听懂、会说、会读、会写所学的句子和对话。
（3）能够理解课文大意，并能运用所学知识进行简单的交流。
2. 能力目标：（1）能够运用所学知识进行日常交流。
（2）能够运用所学知识完成相关的任务和活动。
（3）培养学生的观察能力、思维能力、创新能力。
3. 情感目标：（1）激发学生英语的兴趣。
（2）培养学生的合作精神、自信心和良好的惯。
二、教学内容1. 单词和短语：本册书中所学的单词和短语。
2. 句型：本册书中所学的句型。
3. 课文：本册书中的课文。
三、教学方法1. 情境教学法：通过设置各种真实的生活情境，让学生在实际情境中和运用英语。
2. 任务型教学法：通过完成各种任务，让学生在实践中和运用英语。
3. 交际式教学法：通过模拟真实的交际场景，让学生在交流中和运用英语。
4. 游戏教学法：通过设计各种游戏，让学生在轻松愉快的氛围中和运用英语。
四、教学步骤1. 热身（5分钟）：通过歌曲、游戏等方式，让学生放松心情，进入状态。
2. 呈现（10分钟）：通过图片、实物、情境等，呈现本节课的重点单词、短语和句型。
3. Practice (10分钟)：通过各种练活动，让学生巩固所学知识。
4. 交流（5分钟）：通过模拟真实的交际场景，让学生运用所学知识进行交流。
5. 总结（5分钟）：对本节课所学知识进行总结，布置作业。
五、作业布置1. 抄写本节课所学的单词和短语。
2. 完成本节课所学的练题。
3. 准备下节课的口语展示。
六、教学评价1. 课堂表现：观察学生在课堂上的参与程度、表现欲望等。
2. 作业完成情况：检查学生作业的完成质量。
3. 口语展示：评价学生在口语展示中的表现。
4. 单元测试：定期进行单元测试，了解学生的情况。
七、教学反思教师在课后要对课堂教学进行反思，分析教学过程中的优点和不足，不断调整教学方法，以提高教学效果。
【教学设计新部编版】Unit 6 Lesson 2(人教)
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 6 Lesson 2这是本单元的第二课，本课主要是在第一课初步认识水果的英文表达后，扩展更多水果词汇量，并且教学生会一些基本问句句式，以便日常交流。
1.通过听，说，读，写，学生正确写出几种水果单词。
2.能够应用学习知识说出喜欢和不喜欢的水果，并作出适当回答。
3.能够正确地模仿，并说唱本课歌谣。
1.通过课文学习，能正确复述课文的基本内容。
2.能过理解Do you like的句型。
书本、教学挂图。
◆教学目标◆教学重难点◆◆课前准备◆◆教学过程◆教材分析Step 1. Review1. Introduce the words we have learned the last class.2. Show the picture of fruit,let Ss to say the English name of it.Apple/banana/orange/pearStep 2. Guide1. show Ss some new words.Grape/ watermelon/ peach/ pitaya2. Ask Ss “Do you like it”and then introduce the new sentence pattern.3.Teach the answer “Yes,I do”& “No,I don’t”Step 3. Practice1. Ask Ss to talk to mates ,and use the new sentence pattern.Do you like……Yes, I doNo, I don’t2. Three groups will have the chance to perform in the class.Step 4. Homework1. Ask your parents the fruit they like ,and use the new sentence pattern.2. We will gather the homework in the next class.◆教学反思略。
班级教育基础：小学英语pep第六册教案unit1
班级教育基础是学生走向成功的基础。
而英语作为一门重要的外语，在学习中也扮演着非常重要的角色。
小学英语PEP第六册教案Unit1是小学英语教学中最重要的一部分之一，因其涵盖了有关人物、颜色和身体部位的基础词汇，在加强学生英语听说能力方面有着极大的帮助。
下面就来详细探讨一下这一部分的内容。
一、教学目标1.继续巩固学生学习英语的基础；2.通过学习人物、颜色和身体部位的词汇，提高学生的语言能力；3.培养学生的听说能力。
二、教学重点和难点1.教学重点：学习人物、颜色和身体部位的词汇；2.教学难点：如何使学生理解并掌握词汇，达到听、说、读和写的各项能力。
三、教学过程1.词汇学习要通过图片对学生进行词汇教学。
要求学生敲击单词的相应图片。
当学生完全熟悉词汇后，可以让学生进行口头练习。
老师总是先问，然后学生再回答。
为了让学生更好地掌握单词，教师还可以通过以下方式来深化学生的印象：（1）手势、动作等老师可以用各种各样的动作来帮助学生掌握词汇。
例如，对于人物方面，老师可以换上不同的衣服，或戴上不同的帽子，或比划一下，以便学生能够更深入地理解。
（2）游戏等在词汇学习阶段，老师可以设计一些游戏来进行。
这既能提高学生的学习兴趣，也能够巩固学生所学词汇。
例如，赛跑比赛等游戏具有很好的效果。
2.句型学习在词汇的学习完成后，需要让学生学习到相应的句型。
通过教授中文句子，学生能比较快的领悟英语的表达方式。
要求学生可以读句子，然后将其翻译成英文。
3.情景再现在完成了词汇和句型学习之后，可以设计一些情境来帮助学生进一步理解所学内容。
在情景再现活动中，要求学生能够根据教师的指示或提问，来进行口头和书面表达。
例如，老师可以问学生：“请说一下你的玩具熊是什么颜色的？” 学生可以根据所学到的相应词汇来回答。
四、小结教学第一节已介绍了小学英语PEP第六册教案Unit1的内容。
这一单元所涵盖的基础知识是学生学习英语的基础。
通过细致的教学，学生能更有效地掌握所学内容，并在学习中不断地向前进步。
《PEP第六册教案,让学习英语变得简单有趣》
PEP第六册教案，让学习英语变得简单有趣英语作为一门通用的语言，在现代社会中扮演着越发重要的角色。
无论是在工作场合还是生活中，我们都需要用到英语，甚至有些人在学习英语之前，就已经被英语所包围。
然而，英语的学习并不是一件容易的事情，对于很多学生来说，学习英语充满了挑战和难度。
因此，教师和教育机构需要推出一些学生可以易于接受的课程，以便他们能够轻松地掌握知识。
PEP第六册教案就是这样一种课程。
它以其简单、有趣和生动的方式，吸引着越来越多的学生。
为了更好地了解PEP第六册教案，我们需要了解它的背景和特点。
它是中国人民教育出版社（PEP）出版的一本教材，面向六年级的中学生。
与其它英语教材不同的是，PEP第六册教案重点关注兴趣和口语表达能力。
因此，学生们可以在课堂上轻松地学习，并且在口语方面有较大的进步。
PEP第六册教案的特点在于易学性和寓教于乐。
其风格轻松、愉悦，采用互动交流的方式，特别是在课堂活动中，如游戏、模拟活动、小组讨论等，使学生们身临其境地参与进来，并且加深了课本知识的理解。
同时，每个课时都配有配套的动画和视频资料，可以增加学生学习的趣味性和吸引力。
此外，本教材重视生动形象的阅读材料，包括小说、短文和富有表现力的图表，在课程中丰富了学生的阅读经验。
除此之外，课本还提供了充足的听力练习，以帮助学生更好地理解和掌握学习内容。
PEP第六册教案还具有广泛的应用。
学生不仅可以在课堂上进行学习，同时在家里也可以通过配套的电子资源，随时随地学习。
这些资源包括练习题、听力练习、在线电子字典等。
学生可以通过电子学习，巩固PEP第六册教案中所学到的知识。
PEP第六册教案的好处是显而易见的。
它能够使学习英语的过程更加有趣、易学、轻松，学生不再对学习英语感到沉闷和单调。
在课堂上采用互动式教学方式，让学生们更好地理解了课程内容。
通过多样化的教学方法，学生可以学到更富有表现力的英语口语和阅读理解能力。
值得一提的是，它是一个值得信赖和实用的教材。
小学英语PEP第六册教案完整版
小学英语P E P第六册教案集团标准化办公室：[VV986T-J682P28-JP266L8-68PNN]小学英语(PEP)第六册教案二00三学年第二学期教学计划一、内容分析：本学期使用教材是《九年义务教育六年制小学教科书英语（五年级下）》（PEP PRIMARY ENGLISH STUDENTS’ BOOK 6）,本册教材分为六个单元，两个复习单元。
内容安排本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。
二、班级情况分析三、主要教学目标：1、能听、说、读、写81个短语和单词以及16组句子和11个单句（包括日常活动、季节、生日、电话用语、动物和野营等几个话题）。
要求能在真实语境中正确运用并能读懂简短语篇。
2、能听、说、认读21个单词。
3、能学会4个手工制作。
4、能听懂、会唱8首歌曲。
5、能听懂、会吟唱10首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事。
8、能了解6项简单的中西方文化生活知识。
四、提高教学质量措施：1、融会话教学与情景表演之中2、巧用实物、头饰、卡片、chant 等来帮助进行单词教学。
3、利用读写课等时间对学生进行单词书写的指导Unit 1 This is My Day第一课时一、教学目标与要求1、能够听、说、读、写以下动词短语：eat breakfast , do morning exercises , have English class , play sports , eat dinner .2、能够听懂问句：When do you do morning exercises/……并能用所学动词短语替换句型“I usually …at…”中的关键词回答问句。
3、能够理解并说唱Let’s chant 部分的歌谣。
4、能够了解Good to know 部分的内容。
二、教学重点、难点1、重点是掌握A部分中的五个动词短语，并能用这些回答询问作息时间的问题。
小学六年级英语教案新部编本module6unit1
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Module6Unit1 I bought you this book.learning aims：（1）能听懂、会说、会认、会读baseball , team , playing baseball , give it to you , baseballteam , looks interesting 等单词与短语。
（2）能听懂会说：1) I bought you this book.2) It looks interesting.3) Who gave it to you?4) Simon’s family gave it to me.等句子。
（3）掌握动词过去时的几种不同构成形式，并会使用.Step 1. Warm-up and show the learning aims.1．全体学生起立，一起跟随音乐复习上一单元的poem（课本21页，activity 3）。
随着音乐，大家一起说唱。
边唱边做动作。
2. T: Boys and girls, today we are going to learn Module 6 Unit1 I bought you this book. (板书课题) First, please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。
)Step2 ： Show the guides （指导自学）1、Read the new words by oneself in 3 minutes.2、 Find the words “bought, gave” in the dialogue. Under line the sentences with “bought, gave”.3、Play the tape. Listen and read the text。
Unit 6 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Unit 6 I’m going to study computer science.Ⅰ.Teaching aims and demands:Students learn to talk about future intentions.Ⅱ. Teaching key and difficult points:A.Vocabularyputer programmer, professional, engineer, pilotputer science, dream job, grow up, move to, fashion show, retire, save3.resolution, get good grades, get a part-time job, make more friendsB.Target language1.What are you going to be when you grow up?I’m going to be a computer programmer.2.How are you going to do that?I’m going to study computer science.C.StructuresFuture with going toWant to beWhat, Where, When, How questionsD.GrammarThe simple future tense.Ⅲ.Teaching aids :A tape recorderⅣ.Teaching methods:Audio-lingual method; Communicative Approach; PPPⅤ.This unit is divided into five periods.Period 1 Listen and speakⅠ.Teaching aims and demands:Students learn to talk about future intentions.Ⅱ.Key and difficult points:A. Vocabulary1.professional, acting, take lessons, every dayputer programmer, engineer, baseball player, pilot, actor, actress, artistB. Target language1. What are you going to be when you grow up?I’m going to be a computer programmer.2.How are you going to do that?I’m going to study computer science.C.StructuresFuture with going toWant to beWhat, How questionsD.GrammarThe simple future tense.Ⅲ.Teaching aids :A tape recorderⅣ.Teaching methods:Audio-lingual method; Communicative Approach; PPPⅤ.Teaching procedures:Step 1 Warming upTask 1 Ask students to think about ways they already know to talk about future events. For example:☆Where are you going next week?I’m going to my grandmother’s house next week.☆How long are you staying?I’m staying for a week.☆What are you doing on Saturday?I’m playing tennis all day.Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.Step 2 Key vocabularyTask 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?Step 3 Target languageTask 1 Read the instructions.Learn the target language:What are you going to be when you grow up?I’m going to be a computer programmer.How are you going to do that?I’m going to study computer science.Task 2 Play the recording the first time. Students only listen.Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.Task 4 Check the answers.Step 4 Pair workTask 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.Task 2 Ask students to work in pairs and make their own conversations.Task 4 Ask some pairs to present one or more of their conversations to the class.Ⅵ Homework1.Remember the vocabulary and the target language.2.Review the simple future tense.Period 2 Listen , speak and Grammar FocusⅠ.Teaching aims and demands:1.Revise the target language, and complete the listening practice;2.Learn Grammar Focus.Ⅱ.Key and difficult points:A. Vocabularytake acting lessons, moveB. Target language1.What are you going to be when you grow up?I’m going to be an act or.2.How are you going to do that?I’m going to take acting lessons.C.StructuresFuture with going toWhat, Where, When, How questionsD.GrammarThe simple future tense.Ⅲ.Teaching aids :A tape recorderⅣ.Teaching methods:Audio-lingual method; Communicative Approach; PPPⅤ.Teaching procedures:Step 1 RevisionTask 1 Ask questions beginning with “What are you going to be when…”“How are you going to do…Task 2 Practice the conversations using the target language students have already studied.Step 2 ListeningTask 1 Read the instructions.Task 2 Ask some students to say what they say.Task 3 Play the recording the first time. Students only listen.Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.Task 5 Check the answers.Step 3 ListeningTask 1 Read the instructions and point out the sample answer.Task 2 Ask a student to read the sample questions and sample answers to the class.Task 3 Play again. Ask students to fill the chart.Task 4 Check the answers.Step 4 Pair workTask 1 Read the instructions for the activity.Task 2 Ask students to read the dialogue to the class.Task 3 Ask students to work in pairs, ask and answer,Task 4 Check the answers by asking different pairs to do one question and answer each.Step 5 Grammar FocusTask 1 Read Grammar FocusTask 2.Explain the two different ways of saying the same things.I’m going to take acting lessons.﹦I’m taking acting lessons.Ⅵ Homework1.Revise the target language.2.Finish off the exercises on work book.Period 3 Read and speakⅠ.Teaching aims and demands:1Revise the target language, and complete the reading practice;2Go on learning the simple future tense: be going toⅡ.Key and difficult points:A. VocabularySomewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yetB. Target language1. What are you going to be when you grow up?I’m going to be an actor.2. How are you going to do that?I’m going to take acting lessons.3.Where are you going to work?C.StructuresFuture with going toWant to beWhat, Where, When, How questionsD.GrammarThe simple future tense: be going toⅢ.Teaching aids :A tape recorderⅣ.Teaching methods:Audio-lingual method; Communicative Approach; Control readingⅤ.Teaching procedures:Step 1 RevisionReview the simple future tense: be going to.Step 2 ReadingTask 1 Read the instructions.Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.Task 3 Ask students to read th e words and phrases they don’t understand, ask other students to explain.Task 4 Ask students to underline the things that Tian Tian is going to do.Task 5 Correct the answers.Step 3 Writing and speakingTask 1 Read the instructions.Task 2 Have students write down answers about themselves, and tell their plans to their partner.Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.What …?Where…?How…?Task 4 Ask some students to say their dialogues to the class .Step 4 Group workTask 1 Read the instructions and point to the picture. Write the year 2008 on the blackboard.Ask the class why that is an important date for Beijing and China.Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympicsa success?Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.Task 4Ask each group to present its conversation to the class .Ⅵ Homework1Revise the target language.2Revise the simple future tense: be going to.3.Finish off the exercises on work book.Period 4 Section BⅠ.Teaching aims and demands:Learn some new language, and complete the listening practice;Ⅱ.Key and difficult points:A. New languagefax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer teamB. StructuresFuture with going toWant to beWhat, Where, When, How questionsC. GrammarThe simple future tense: be going toⅢ.Teaching aids :A tape recorderⅣ.Teaching methods:Audio-lingual method; Communicative Approach; PPPⅤ.Teaching procedures:Step 1 DiscussionGet the students discussion the New Year’s resolutions in group of fou r by asking the questions like the following:What are you going to do next year?Why are you going to do so?... ..Step 2 New wordsTask 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.Task 2 Ask students to explain the resolutions in their own words.Task 3 Ask students to match the phrases and pictures on their own.Step 3 Pair workTask 1 Read the instructions and read the conversations to the class.Task 2 Ask students to work in pairs to discuss what things they are going to do.Task 3 Ask several pairs to present their conversations to the class.Step 4 ListeningTask 1 Read the instructions and the phrases in activity 1a.Task 2 Play the recording the first time. Students only listen.Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.Task 5 Check the answers.Step 5 ListeningTask 1 Read the instructions.Task 2 Play again. Ask students to fill the chart.Task 4 Check the answers.Step 6 Group workTask 1 Read the instructions for the activity. And read the sample conversations.Task 2 Ask students to work in pairs.Task 4 Ask some students to present their dialogues to the class.Ⅵ Homework1Revise the target language.2Finish off the exercises on work book.Period 5 Self checkⅠ.Teaching aims and demands:Revise the content taught and complete the writing practice;Ⅱ.Key and difficult points:Future with going toWant to beWhat, Where, When, How questionsWriting practiceⅢ.Teaching aids :A tape recorderⅣ.Teaching methods:Communicative Approach; Control reading and writingⅤ.Teaching procedures:Step 1 RevisionReview the simple future: be going to.Step 2 ReadingTask 1 Read the magazine article to the class.Task 2 Read the instructions to the class.Task 3 Ask students to finish the activity on their own.Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.Step 3 Reading and WritingTask 1 Read the instructions to the class.Task 2 Have students writing a magazine article.Task 3 Ask students to read their articles to the class.精品教学教案设计| Excellent teaching planStep 4 WritingTask 1 Ask students to make a list of their resolutions.Task 2 Ask students to write about their resolutions using the language learned in this unit.Task 3 Ask some students to read their resolutions.Step 5 Group work: Clean and GreenTask 1 Ask a student to read the instructions and the example answer for the class.Task 2 Ask Ss to work in groups and write the group plans.Step 6 Self checkTask 1 Fill in the blanks.Task 2 Write a list about your plans what the American exchange students and you are going to do.Task 3 Just for fun: read and act out.Ⅵ Homework1.Finish the writing practice.2.Revise the words and target language of this unit.3.Finish off the exercises on workbook.育人犹如春风化雨，授业不惜蜡炬成灰。
PEP小学英语第六册教学设计新部编版
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PEP小学英语第六册Unit 5 B Let’s talk第五课时一、教学内容本课时是PEP教材Unit5 Look at the monkeysB部分，是有关动物正在做什么的英语表达，为本单元的第五课时。
包括Let’s try ，Pair work 和C Good to know三部分内容，其中B Let’s talk 有一个新句型What are they doing？及回答They are …。
二、教学目标知识目标：1、能够听懂、会说句型What are they doing？及回答They are …并能在实际情景中运用。
2、能运用What do you see? What are they doing？向他人获取信息，进行交流。
3、了解澳大利亚考拉和袋鼠的知识。
能力目标：能够询问动物正在做什么并作答，如：What are the elephants doing？They are drinking water.情感、策略等目标：1、情感态度：培养学生热爱动物，热爱大自然的良好品质。
2、学习策略: 注重新旧知识的融会贯通，加强小组合作与交流。
三、学情分析本节课的授课对象为小学五年级学生，通过三、四年级两年的学习，大多数学生有一定的英语语言接受和表达能力，词汇量有一定的储备，能进行简单的口语交流，对教师的课堂指令和体态语言已有相当好的反应。
学习兴趣较浓，积极性较高，但也有少数学生对语言的认知能力不强，缺乏一定的学习能力，运用英语表达的能力有待进一步提高，本节课着重发展学生表达与交流信息的能力。
四、教学重点和难点:1、本课时教学的重点:句型：What are they doing? They are …2、本课时教学的难点:在实际情景中正确运用所学对话。
PEP小学英语六年级上册Unit6 PartB Let's talk 教学设计
PEP小学英语六年级上册Unit6 PartB Let's talk 教学设计教学目标1. 能够熟练运用目标语言句型，能流畅地进行口语表达。
2. 能够听、说、认读表示衣服的基础词汇。
3. 能够正确理解和运用本单元的语法知识。
4. 能够能够在实际生活中运用所学内容。
教学内容本单元的教学内容为PartB Let's talk，主要包括两部分内容：复习和新课。
复习1. 复习学过的颜色单词，以及如何用形容词描述单词。
2. 复习谈论天气的句子，并练习情景口语表达。
新课1. 学习表示各种衣物的单词。
2. 学习使用“wear”和“put on”来描述穿衣服的行为。
3. 学习使用“I'm wearing…”和“I'm not wearing…”来描述自己的穿着情况。
教学重点1. 学生能够熟练运用目标语言句型。
2. 学生能够听、说、认读各种衣物的单词。
教学难点1. 如何预设语言环境，帮助学生运用所学知识进行真实交流。
2. 如何让学生掌握常用的“wear”和“put on”句型。
教学过程Step 1 导入新课1. 教师将衣服单词卡片贴在黑板上，让学生边看边说，并用图片示范。
2. 引导学生讨论不同衣服在不同场合的穿着，提前预设语言环境。
3. 教师打开电脑，播放一小段有关穿衣的视频，让学生感受到真实语言环境。
Step 2 学习新词1. 教师将各种衣服卡片在黑板上陈列，并逐一进行认读，学生跟读。
2. 分组比赛，由两个小组依次选取卡片，看谁能先抢到正确的卡片。
3. 教师和学生一起协作，将卡片分门别类地贴在黑板上，强化学生对每类单词的记忆，做出一幅情景图。
Step 3 学习新知1. 教师引导学生复述穿衣的基本动作，包括“wear”和“put on”两个动词。
2. 教师通过图片、演示、示范等方式，呈现不同穿衣动作的正确形式，让学生参与其中。
3. 教师设计穿衣情景，为学生提供真实的交流语境，并指导学生使用所学知识交流。
PEP小学英语六年级上册Unit6 PartA Let's talk 教学设计
PEP小学英语六年级上册Unit6 PartA Let's talk 教学设计Teaching Plan for PEP Primary School English Grade 6 Unit 6 Part A Let's TalkTeaching Objectives:1. Students can understand and use the expressions of time and daily routines correctly.2. Students can ask and answer questions about daily routines.3. Students can use the present simple tense to describe actions that are repeated daily.Teaching Key Points:1. Express the time and daily routines.2. Master the usage of "What time is it?" "At what time do you...?" "What do you do at ...?"3. Understand and use the present simple tense correctly.Teaching Difficulties:1. Master daily routines vocabulary.2. Use the correct tense in daily routines description.3. Pronunciation of "th" sound.Teaching Aids: Blackboard, pictures, PPT.Teaching Procedures:Step 1. Warm-up1. Greetings and introduction.2. Sing a song "What time is it?" and learn the new vocabulary about time such as "hour", "minute", "second", "o'clock".Step 2. Presentation1. Introduce some daily routines such as getting up, brushing teeth, having breakfast, going to school, having lunch, doing homework, having dinner, taking a shower, and going to bed.2. Ask students to match the daily routines with the pictures shown on the screen.3. Teach students the expressions of time and daily routines. For example, "What time is it?" "It's...o'clock." "At what time do you...?" "I...at..." "What do you do at ...?" "I..."Step 3. Practice1. Show a picture of a clock with different times on it, and ask students to say the time.2. Play a game called "What do you do?" Divide the class into small groups and ask them to choose a leader. The teacher says a time and the leader asks one member of the group "What do you do at ...?" The student answers and then asks another student in the group the same question. The game continues until all students have had a turn.3. Pair work. Ask students to work in pairs and take turns to ask and answer questions about their daily routines.Step 4. Production1. Provide students with a worksheet to describe their daily routines in the present simple tense.2. Ask some students to come to the front of the classroom to share their descriptions with the whole class.Step 5. Summary1. Review the key vocabulary and expressions from the lesson.2. Check if the students have mastered the contents from the lesson. Step 6. Homework1. Ask students to write a diary about their daily routines in the present simple tense.2. Encourage students to practice using the expressions of time and daily routines in their daily life.Teaching Reflection:By combining various activities such as singing, matching, games, pair work, and production, students can learn and practice the expressions of time and daily routines in a relaxed and enjoyable way. Meanwhile, teachers should carefully check the students' pronunciation and correct their errors in time. In addition, the tense of the sentences should be emphasized and consolidated in different activities to lay a solid foundation for the students' future language learning.。
Pep小学英语六年级上册教案 全册
Unit 1 How can I get there?第一课时A Let’s learn，Make a map and talk一、教学目标:1能够听、说、读、写science museum, post office, bookstore, cinema, hospital.2能够听、说、认读短语:near 在……附近, next to 与……相邻3能够听、说、认读句型:Where is the cinema？It’s next to the bookstore. It’s near the park.并进行关键词的替换操练。
二、教学重、难点1、掌握Let's learn部分的四会单词、短语及句子。
2、准确书写四会单词和掌握单词museum的发音。
三、教学过程Step1．Preparation教师放三年级下册第六单元的歌曲“They Are in the Zoo．'’师生齐唱。
Step 2.Presentation1单词呈现(1)“请你猜猜”活动教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，science museum，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。
教师指着其中一张卡片说：“Now I am in No.l. Please{what place it is．Is it a zoo／school／park…?”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。
教师示范朗读，学生跟读。
教师带领学生拼读并cinema。
(2)继续做“请你猜猜”活动。
教师说：“No．3 is a cinema．We can see afilm’cinema．”接下来教师拿出一封信，说：“1 want to post the letter. Shall I go to the cinema? Where shall I go? Yes! Post office．”教师继续利用黑板上的卡片让学生猜：“Is it a post office?”并领读post office。
创新教学理念的小学英语pep第六册教案unit1
In recent years, innovation has become a key concept in education, as educators strive to find new ways to engage their students and help them develop the critical thinking and problem-solving skills they'll need to succeed in the 21st century. This is particularly important in the field of elementary education, where students are just beginning to develop their academic and social skills.One of the most important elements of innovative teaching is the use of technology. Teachers who are able to integrate technology into their lessons can provide their students with a wide range of resources and learning opportunities that would have been impossible just a few years ago. For example, they might use interactive whiteboards to teach math concepts or online resources to explore different cultures and languages.Another key aspect of innovative teaching is a focus ondifferentiated instruction. This means that teachers take into account the individual learning styles and needs of their students and tailor their instruction accordingly. For example, they might use small group instruction to help struggling readers or provide enrichment activities for high achievers.Collaborative learning is also an important part of innovative teaching. Rather than relying solely on teacher-led instruction, teachers can create opportunities for students to work with one another and learn from their peers. This not only helps students develop their social skills but also encourages them to take ownership of their learning.Finally, innovative teaching involves a willingness to take risks and experiment with new approaches. Teachers who are open to trying new teaching strategies and technologies are more likely to discover what works best for their students and help them achieve their full potential.In conclusion, innovative teaching is essential for elementary educators who want to create engaging and effective learning experiences for their students. By incorporating technology, differentiated instruction, collaborative learning, and experimental approaches, teachers can help their students develop the critical thinking, problem-solving, and social skills they'll need to succeed in school and beyond.。
小学英语pep第六册教案unit1针对学生需求设计
PEP第六册教案Unit 1 针对学生需求设计随着全球化的发展和国际交流的频繁性，英语已成为全球公认的第一语言。
在中国，学习英语已经不再仅仅是高考要求，而是成为所有学生必选的日常课程。
早从小学开始学习英语，对于孩子的成长和未来将起到至关重要的作用。
因此，小学英语教学是大家十分关注的一个问题。
PEP（Primary English Program）是小学英语教材体系，是目前最通用的一套小学英语教材。
教材共6册，每册有不同的教学内容和学习目标，每册都是小学孩子英语学习的重要基础。
本篇文章将重点关注PEP第六册的Unit 1 的教学设计，尤其是针对学生需求进行的针对性设计。
一、学生需求分析PEP第六册的目标学生是小学五年级的学生，在此期间孩子进一步加强了语言能力与基础知识的学习，可以更深入地学习英语，并运用所学知识和技能在日常生活及学习中实现自我发展。
具体来说，学生在学习PEP 第六册Unit 1时主要有以下几个需求：1.学生在语言运用方面需聚焦与理解熟悉的话题的基础上，更加流畅地运用口语表达。
2.学生需要掌握多种常见的词汇和语法规则，尤其是对于本单元的内容：自我介绍和个人爱好的表达。
3.学生需要积极参与语言和社交交流活动，培养学生的语言流利性和表达交流能力。
二、教学目标PEP第六册Unit 1的教学目标主要包括以下几个方面：1.提高学生的学习兴趣及积极性，培养学生对英语的自信。
2.培养学生在英语运用方面的流利性，让他们更有自信的进行口语交流。
3.培养学生独立学习的能力，使学生在英语学习过程中形成独立思考的习惯。
4.提高学生的听、说、读、写的综合能力。
5.帮助学生能灵活运用语言在各种场合进行日常交流和社会交往，尤其是本单元的主题：自我介绍和个人爱好的表达。
三、教学过程Step 1: Warm-up老师可以带领学生们进行课前热身活动。
可以通过播放英语歌曲或者利用一些趣味游戏来调动学生的注意力。
Step 2: Presentation本模块的主题是关于自我介绍和个人爱好的表达。
教案新部编本 book 6 unit 3
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市实验学校课题：Book 6 Unit 3 A healthy life-------- Warming up ＆Reading教学目标：1、知识目标：（1）掌握本节课重点单词：health, healthy, mental and physical health,smoker, non-smoker, lung, pregnant, adolescent(2)通过朗读，小组讨论，文章分析，掌握文章。
2、能力目标：在阅读策略的指导下，由浅入深地理解文章，提高阅读能力。
3、情感目标：(1)爱自己，爱生活，积极努力地保持健康;(2)激情投入，享受学习英语的乐趣。
教学重点：1.Let students learn more about what a healthy life is.2.Get students to learn different reading skills.教学难点：1.Develop students’ reading ability.2.Let students know how to stop smoking.教学方法：Discussion,cooperative learning and oral practice教学过程：Step 1 GreetingsGreet the whole class as usual.Step2 Lead-inAsk students the following questions and give them my answers to arouse their curiosity and interest.Are you rich?Are you healthy?Proverbs:Health is wealth.He who has health has hope, and he who has hope has everything.拥有健康，就拥有希望；拥有希望，就拥有一切。
教案新部编本设计unit6. topic2. sectionA
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 6 Enjoying CyclingTopic 2 How about exploring Tian’anmen Square?Section AⅠ. Material analysis本节课为该话题的第一节课，建议用1-2课时上完。
主要活动为1a和3。
本话题以游览天安门广场为话题展开故事情节，先是邀请，接着是游览，从而对天安门广场进行描述，并引出方向及方位词。
通过谈论天安门各个建筑物的位置关系来练习方向和方位介词。
本话题还以日记形式叙述了旅行的感受，培养学生热爱旅游、积极探索、热爱祖国的态度。
while, when, before, after, as, until 和as soon as引导的时间状语从句是本话题的语法重点。
在Section A 的1a，Michael 邀请Darren来北京度假，并请求Kangkang 帮助制定北京的游览计划，谈论考查，学习时间状语从句，并在3中设置了造句练习来巩固时间状语从句的用法。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用黑体单词。
2. 学生能自如地运用以下句式进行交流：I’d like to speak to Michael.Glad to receive your postcard.Would you like to come to China for your vacation?I’m looking forward to meeting him.That would be very interesting.3. 学生能简单地掌握时间状语从句的用法。
Skill aims：1. 能听懂有关度假和旅游的短文或对话，并从中获取信息。
【教学设计新部编版】Unit 6 Part A (人教)
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 6 Happy birthday!Part A山山山山山山山山山山山 山山山山山山山山山山山山山山山山山山山山山山山山“Howmany …?”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山1-5山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山“山山山”山“山山山山”山山山山山山山山山山山山山山山山山山山26山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山1.山山山山山山“plate”山山山山山“How many …?”山山山山山山山山山山2.山山山山山山1-5山山山“How many …?”山山山山山3.山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山“How many …?”山山山山山山山山山山山山山山山山“How many …?”山山山山山山山山山山山1山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山2山Free talk:T山Have some rice.S1:Thank you.T:Can I have some water, please?S2:Here you are.Step2：presentation山1山山山山山“Happy birthday”山山山山山山山山山山山山山山山山How manycakes?山山山山山山山山“Five”山山2山山山山山山山山山山山山山“What’s this?”山山山山山“山山山”山山山山山山“Yes, it’s a plate. P-L-A-T-E, plate.”山山山山山山山山山山3山山山山山山山山山山山山山山山山“How many plates?”山4山山山山山“How many …?”山山山山山山山山山山山山山山山“How many …?”山山山山山山5山山山“Let’s talk”山山山山山山山山山山山山山山山山山山山6山Let’s play. How many fingers?山山山山山山山山山山山山山山山山Step 3: Language points山1山This one, please. 山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山one山山山山山山山山山山山山山山山山山山山山山山山山山山山山山Sure./ OK.山山山山/ Here you are.山山山山山山山山山—This one, please. 山山山山山山—Sure.山山山(2) Sure. 山山山“Sure.”山山山山山山山山山山山山山山山山山山山山山山山山“Of course.”山“Certainly.”山山山山山—Can I have some bread?山山山山山山山山—Sure.山山山山山(3) How many plates?山山山山山山山山山“Howmany+山山山山山山山”山山山“山山……山”山山山山山山山山山山山山山山山山“山山”山“山山山山山山山”山山山山山山山山—How many pencils?山山山山山山—Five.山山山Step 4: Consolidation and extension山1山山山“Count andsay”山山山山山山山山山山山山山山山山山“山山山山山山山山山山山山山山”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山S1山This one, please.S2:Sure.How many pencils?S3:Five.S2:OK.Here you are.山山山山山山山山山山山山山山山山山山山山山2山山山山山山山山山“Let’s talk”山山山山山山山山山山山山山山山山山山山山山Step 5: Exercise一、山山山二、山山山山山山山山Step 6: Homework山“How many …?”山山山山山山山山山山山山山山山山山山山山山山1.山山山山山山山山山山山“one, two, three, four, five”山2.山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山,山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山1-5山山山山山山山山山山山山山山山山山山山山山山山山山山山山Step 1: Warm-up山1山山山山山山山山山山“Let’s talk”山山山山山山2山山山山山山山山山山山山山山Show me one book.Show me two pens.Show me three pencils.Show me two rulers.Show me one bag.Step 2: Presentation山1山山山山山山山山山山山山山“How many ?”山山山山山“山山”山山山山山“one”山山山山one 山山山山山山2山山山山山山山山山山山山山山山“two, three, four, five”山山山山山山山3山山山山山山山山山山山山山山山山山山山山山4山山山“Let’s learn”山山山山山山山山山山山山山山山山山山Step 3：Consolidation and extension山1山山山山山山山5山山山山山山山山山山山山山山山山山山Show me one pencil.Show me two/three/four/five pencils.山2山山山山山山山山山山one finger; two/three/four/five fingers山山3山山山“Let’schant”山山山山山山山山“山”山山山山山山“jump”山山山山山山山“jump”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山Step 4: Exercise一、山山山山山山山山山山山山二、山山山Step 5: Homework山1山山山山1-5山山山山山山山山山山山山2山山山山山山山山山山山山山山山山山山山山山山山山山山1..山山山山山山山山山Uu, Vv, Ww, Xx, Yy, Zz山2.山山山山山山山Uu, Vv, Ww, Xx, Yy, Zz山山山山山山山山山山3.山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山Uu—Zz山山山山山山山山山山山Uu—Zz山山山山山山山山山山山1山山山山山山山山山山山山Aa—Tt山山山山山山山山山山山山山山2山山山山山山山山山山山山山山山T山Show me four pencils.山山山山山山4山山山山山山山山山山山山山山山ABC song山Step 2: Presentation山1山山山山山山山山山山山山山山山山山山山umbrella山under山山山山山“u”山山山山山山山山山山山山“und er”“umbrella”山山2山山山山山山山山山山山山山山山山山山山vet山vest山山山山山山山山“vet”山“vest”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山3山山山山山山山山山山山山山山山山山山山water山wet,山山山“wet”山山山山山山山山山山山“w”山山山山山山山山山4山山山山山山山山山山山山山山山山,山山山The fox is under thebox.山山“fox”“box”山山山山山山山“x”山山山山山山山山山5山山山山山山山山山山山山山山山山yo-yo山yellow山山山山山This is a yo-yo. It’s yellow.山山“yo-yo”山山山山山山山山山山山6山山山山山山山山山山山山山山山山Zip山zoo,山山山Look at Zip. It’s in thezoo.山山山山山山山山山山山山“z”山山山山山山山山山7山山山“Listen, repeat and chant”山山山山山山山山山山Step 3：Consolidation and extension山1山山山“Listen andcircle”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山2山山山“Write andsay”山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山山Step 4: Exercise一、山山山二、山山山山山山山山山Step 5: Homework山“ABC song”山山山山山,山山山山山山山山山山山山山山。
pep 六年级上册Unit6 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市实验学校课题Unit 6 Let’s learn总课时1-1 授课时间Teaching contents: 1. Words: happy angry sad afraid worried ill2.Sentence pattern：Sarah is angry. The cat is afraid.They are happy. The cat is ill.Teaching aims: Learn to say the dialogue and use freely.Key points: Use imperatives to give simple instructions.Difficult points: Use specific information in response to simple instructions. Teaching methods: The Direct MethodThe Audio- Lingual MethodThe Audio- Visual MethodTPR MethodLearning methods: Look listen and sayThe practical Method.Teaching aids: pictures and cardsTeaching Procedures:Step I. Warm- up:1.Sing a song: If you are happy, clap your hands2.Free talk.Step II. Revision1. Listen to the tape, review the new words and phrase of unit 6.2. Play the video and review the words of unit 6happy angry sad afraid worried ill bored tired excitedsee a doctor, do more exercise, wear warm clothes, take a deep breath, countto ten.3. Ask and answer:---What’s the matter, Mike?---I feel sick. I have a fever.Step III. Presentation1. Review the present tense form2. Divide the students into two parts to learn the words. Select some good pupilsas little teachers. The others follow them. Encourage the class to point to their own books and say.3. Ask pairs of students to role-play the commands. Extend the task by havingthe students practise using them. Select some pairs to say and act the modified commands to the whole class.4. Listen to the tape , Students repeat. Teacher explains the meaning. Then teachthe question: What’s the matter? How do you feel?Step IV. Practice1. Let the students read the words and phrases several minutes, then play therecorder. Students listen and follow their books.2. Give instructions and ask individual Ss to repeat and act out. Teach the itemswhich students must know to be able to complete the task. ---What’s thematter?---I am angry. I should…Step V. Let’s find out.Ask students to observe the pictures carefully.Step VI. Homework1.Listen and say Page 58-59 five times. Try to recite.2. Copy the words three times and the meaming in Chinese.。
2014新PEP英语六年级上册第六单元教案新部编本
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Unit 6 How do you feel ?第一课时A Let’s try/Let’s talk一、教学目标与要求:1. 能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色表演。
3. 能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。
4. 能够在语境中理解生词chase, mice, bad, hurt的意思，并能正确发音。
5. 能完成本页看图描述自己情绪的活动。
二、教学重点、难点分析:1. 能够用正确的语音、语调朗读对话，并能进行角色表演。
2. 能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。
3. 能够在语境中理解生词chase, mice, bad, hurt的意思，并能正确发音。
三、教学准备：多媒体课件，单词图片四、教学步骤和建议:Step1．Preparation1.Greeting2.Let’s talk about our life.引用学过句型，操练交流。
3、学习Let’s try(1)播放Let’s try中的内容，指导学生完成探究学习1中的听力任务。
2）播放Let’s try中的录音，给出学生题目中的情境，指导学生完成听力选择。
Step2 Presentation1、完成Let’s try后，教师提问:What film do they watch ?请学生带着问题观看动画片获取信息。
2、就卡通片的具体内容提问:what is the cat’s job ? What does he often do? Why does he do that ?请学生再次观看动画获取信息。
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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PEP小学英语第六册Unit 5 B Let’s talk第五课时一、教学内容本课时是PEP教材Unit5 Look at the monkeysB部分，是有关动物正在做什么的英语表达，为本单元的第五课时。
包括Let’s try ，Pair work 和C Good to know三部分内容，其中B Let’s talk 有一个新句型What are they doing？及回答They are …。
二、教学目标知识目标：1、能够听懂、会说句型What are they doing？及回答They are …并能在实际情景中运用。
2、能运用What do you see? What are they doing？向他人获取信息，进行交流。
3、了解澳大利亚考拉和袋鼠的知识。
能力目标：能够询问动物正在做什么并作答，如：What are the elephants doing？They are drinking water.情感、策略等目标：1、情感态度：培养学生热爱动物，热爱大自然的良好品质。
2、学习策略: 注重新旧知识的融会贯通，加强小组合作与交流。
三、学情分析本节课的授课对象为小学五年级学生，通过三、四年级两年的学习，大多数学生有一定的英语语言接受和表达能力，词汇量有一定的储备，能进行简单的口语交流，对教师的课堂指令和体态语言已有相当好的反应。
学习兴趣较浓，积极性较高，但也有少数学生对语言的认知能力不强，缺乏一定的学习能力，运用英语表达的能力有待进一步提高，本节课着重发展学生表达与交流信息的能力。
四、教学重点和难点:1、本课时教学的重点:句型：What are they doing? They are …2、本课时教学的难点:在实际情景中正确运用所学对话。
五、教具准备：1、教师准备录音机、磁带、自制PPT课件。
2、教师准备相关的图片。
3、教师准备磁铁、星星等。
六、教学过程:一、Warm—up1、Let’s chant : 放歌谣“Koalas Are Sleeping”, 学生边说唱歌谣边做相应的动作。
（设计意图：通过唱英文歌谣，活跃课堂气氛，培养语感。
）2、出示A、B部分Let’s learn 的单词词卡，问“What do you see？What is/are the… doing？” 学生抢答。
（设计意图：复习A和B部分let’s learn的单词及句子，培养学生的口头表达能力和记忆力。
同时把全班分为monkeys和elephants两大组，进行比赛，激发学生的积极性。
）3、Let’s try学生听录音，完成Let’s try部分的练习Listen and tick。
（设计意图：听音完成练习，为导入新课做铺垫。
）二、Presentation1、Present the sentence pattern.T: Do you like animals？Ss：Yes，we do.T: Let’s go to the nature park and watch the animals, OK?Ss: OK!T: Let’s go!利用课件创设一个带学生到自然公园看动物的情景，引出Let’s talk 中的句型，引导学生在实际情景中学习并运用新句型。
T：Look! This is a nature park. What do you see ?(教师根据学生的回答情况选择预设情况。
)预设一：Mary: I see two elephants.T: What are they doing?这时教师将问题进行板书，并引导学生听课文，找到答案They are drinking water.。
预设二：T：What do you see ?Lucy ：I see a bird .T:What is it doing?Lucy ：It’s flying.T：What do you see , Leo?Leo: I see three rabbits.T:What are they doing?Leo: They are jumping. (引导学生用They are …来回答。
)T: Can you see the elephants ?Ss：Yes.T:What are they doing?这时教师将问题进行板书，并引导学生听课文，找到答案They are drinking water.。
（设计意图：利用模拟的情景，自然地呈现本节课所要学习的新知识。
）2、播放Let’s talk 部分的录音并回答问题：What are the monkeys doing ？学生回答后，再分别指着猴子和老虎问：What are they doing? 让学生回答：They are…3、通过小结，和学生共同归纳语法，Eg. 用名词的单数提问时，答语中代词要用it；而用名词的复数提问时，答语中代词要用they。
（设计意图：通过大量的输入，最后让学生自己总结语法规律——输出，把学习的主动权交还给学生——生成。
）三、Practice1、Read the dialogue.a. First reading. 播放录音，让学生跟读对话。
(教师根据学生的朗读情况选择预设情况。
)预设一：如果学生的朗读不存在问题的话，就直接进入分角色朗读环节。
预设二：如果学生的朗读存在问题的话，教师就出示幻灯片按意群指导学生朗读，并进行适当的练习。
b. Pair reading. 小组朗读。
c. Show time. 小组展示。
d. Choral reading. 自主朗读。
（设计意图：通过多种方式的朗读，让学生熟悉句型，培养良好的语感。
）2. Practice and consolidate the key functional sentences.把B部分Let’s learn, Let’s t ry 和Let’s talk 中的图片结合起来，出示给学生看，让学生两人一组根据提示图进行替换练习, 巩固重点句型。
让学生表演他们所编的对话，要求尽量多使用已学的内容。
Eg.Kate：What do you see ?Mike：I see two tigers .Kate: What are they doing?Mike: They are fighting.Kate: Can you see the pandas ?Mike: Yes. They are climbing.3.Group work（1）：让学生看本单元的主情景图，朗读图中的句子并分角色表演。
4.Group work（2）：给学生出示一些有关人们在做事情的图片，让学生做问答练习What are they doing? They are singing/dancing/walking/running…。
（设计意图：结合日常生活中的真实画面，让学生学以致用。
）5.Let’s play: “寻宝游戏”课前在教室里藏好一些动物和人物的图片，给全班学生一分钟时间寻找，找到图片的学生获得奖励并可根据图片上的人物或动物正在做的动作两人一组表演对话。
Eg.Rose：What do you see ?Tim ：I see two girls .Rose: What are they doing?Tim: They are swimming.Rose: Can you see the boys ?Tim：Yes. They are running.（适时提醒学生回顾现在分词的构成方式）（设计意图：利用学生的好奇心理，激发学生学习的兴趣。
）6. Pair work: Guessing game.（1）教师一只手拿一张图片，另一只手用白纸遮住图片，一边慢慢抽动白纸，一边问：What are the …s doing?学生用Are they …来猜图片中的内容，猜对的同学上台主持游戏。
Eg,Tina: What are the elephants doing?Jojo: Are they drinking water?Tina: No, they aren’t.Jojo: Are they walking?Tina: Yes, they’re walking.（设计意图：利用学生爱表现与求胜的心理，激发他们学习的热情。
）（2）同桌利用词卡做该游戏。
7.由上面的游戏引出Good to know 部分的介绍，适时告诉学生要爱护动物，培养学生保护动物的意识。
四、Production1.完成《活动手册》中的Let’s find out .让学生仔细观察两幅图，找出不同的地方，并用英语表达出来。
2.情景想象：设定四个情景：春天——公园，夏天——海，秋天——动物园，冬天—山。
Spring——park, Summer——sea, Fall——zoo, Winter——mountain, 让学生分组进行讨论: “What do you see? What are they doing？Can you see…?”并进行表演。
预设：如果时间充足，可以请学生互相展示，然后邀请几组学生做全班展示，根据时间控制展示数量。
五、Brief summary小结本节课学习了如何询问他/她/它们正在做什么What are they doing?及回答：They are…六、Homework教师总结评价，并布置作业：（1）做“小小解说员”游戏，教师出示一幅野生动物园的图片，让学生模仿电视节目解说员，准备一段解说词，就动物的外形特征、习性、行为等进行简单解说。
游戏结束前，全班一起评选出最佳解说员。
（2）让学生听Let’s talk 部分的录音，读给家长或同伴听。
七、板书设计：八、教学反思：这是一节句型新授课，本课时主要是学习如何在实际情景中谈论动物们在做什么。
课堂气氛活跃，完成教学任务和达成目标效果很好。
1、我自制了色彩鲜艳、生动有趣的PPT课件，模拟了真实的生活情景。
我以培养学生用英语交际的能力为目标，以语言运用为中心，以“活动”为主线，以小组合作为手段，以形象的图片和课件为辅助，以真实的情景，力求给学生创造开放、真实、平等、和谐的学习环境。
通过本节课的学习，学生基本掌握了询问“你看到什么，他们在干什么”的用语，在模拟的情景中，学生将学到的语言运用到实际中，让学生学会学习、学会合作，促使学生主动思维和大胆交流，语言运用能力得到不断的提高。
同时对学生进行了品德教育。
2、采用了形式多样的教学活动，让学生充当课堂的小主人。
再导入新课前我通过抢答游戏激发学生的学习热情，在游戏中自然地复习了句型What is it/the… doing ? 为句型What are they doing ? 的学习做好铺垫，课中Practice环节中的“寻宝游戏”和Guessing game避免了机械单调的句型操练，在Production环节中我设定了四个情景，让学生分组进行讨论；Homework部分让学生做“小小解说员”游戏等等，这一系列的活动充分发挥了学生的主体作用，在整节课中我都让学生自主参与情景完成任务，既巩固了所学的知识，也实现了对课堂知识的拓展和延伸。