最新冀教版六年级英语下册全册教案

Lesson 1. Ping-pong and Basketball
教学目标：
1．知识目标：能四会单词sport，ping-pong，badminton，basketball，soccer，T-shirt，shorts，runners；能灵活使用句子What’s your favourite sport?
My favoutite sport is ____./ I like ____ best. What do you wear? I wear ____ ,____ and____ to play ____.
2．能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。

3．情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。

教学重、难点：
要求四会的单词和要求掌握的句式。

教具、学具准备：
1．单词卡片，要求四会单词的实物，课后习题卡（每人一份）。

2．录音机或课件。

教学过程：
Class Opening and Review
1.Let’s guess. If you want to make supper/take a bath/watch TV/read
books/buy things/play ping-pong. Where do you go?
I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.
有必要的话，拿出这些词的卡片，进行复习一下。

(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的地点体育馆和商店。

)
2.利用单词卡片What’s your favourite clothes? My favourite clothes is
____.
也可以直接提问学生：Today is warm/cool,what are you wearing?
What’s your favourite clothes?
(设计意图：这个环节的设置用来复习服装的词汇，同时复习What’s your favourite ____?这个句式，用这些词汇和句式引出新的服装词汇和新句式。

) New Concepts
1．利用复习二中的句式引出What’s your favourite sport?学习单词sport，出示单词卡片，联系朗读，拼读。

并让学生模仿回答My favourite sport is ping-pong/badminton.
2．学生熟悉句式后，再利用实物和单词卡片学习单词 basketball，soccer. 3．带入句式进行练习。

可以是连接式练习，也可以小组练习。

4．告诉学生回答这个问题还可以使用一个更简单的句式I like ____ best. 5．两人一组做问答练习。

6．让学生根据已有知识说出踢足球，打篮球都用play.
(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。

)
7．If you want to play basketball, what do you wear?学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。

8．两人一组练习这组句式。

9．听录音两遍，注意any和some,either 和too的读音和用法。

10.完成课后习题并两人一组自编对话。

11.利用实物汇报演出。

（设计意图：学习第二部分内容时,要把either 和too的用法提一下, any 和some的用法留到第二课去解决。

编对话的内容可根据完成习题的内容进行，并利用实物表演出来，运用于实际生活中。

）
Class Clossing
Activity book
Homework
Draw your favourite sport and write your favourite sport.
板书设计：
Lesson 1. Ping-pong and Basketball
What’s your favourite sport?
My favoutite sport is ____.
I like ____ best.
What do you wear?
I wear ____ ,____ and____ to play ____.
课后反思：
Lesson2. At the Sports Shop
教学目标：
1.知识目标：能四会单词need,any,or；理解any，some的用法；能灵活使用句子We need some ping-pong balls. Do you have any balls? Do you like this T-shirt or that T-shirt? I like this one. Do you like these runners or those runners? I want these runners.
2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。

3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。

教学重、难点：要求四会的单词和要求掌握的句式。

教具、学具准备：
1.单词卡片,运动服装,乒乓球,纸币，课后习题卡（每人一张）。

2.录音机或课件。

教学过程：
Class Opening and Review
1．分给学生不同的球，让学生自己说出I like to play ____. My favourite sport is ____./ I like ____ best.
2．T: What’s this/that?
S: It’s a T-shirt?
T: Do you like this T-shirt or that T-shirt?
S: I like this one.
T: What are these/those?
S: They are runners.
T: Do you like these runners or those runners?
S: I like/want these runners.
(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that，these，those用法的印象为下面的学习做铺垫。

)
New Concepts
1.If I want to play ping-pong，we need some ping-pong balls.Say
“need”,please.让学生利用 need 造句。

2.Do you have any balls? Say “any”,please.讲清some和any的用法，
都跟可数名词的复数或不可数名词，如：some/any shorts；some/any soup；
some用在肯定句中，any用在否定和问句中，举例说明。

3.完成课后习题。

4.听录音两至三遍。

同时讲解美元和元的区别。

如：one dollar，two dollars；
one yuan，two yuan.练习一下如何问多少钱How much is it? How much are they?
5.布置商店的环境，让学生根据课文编短剧，三、四人一组。

6.汇报演出。

（设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。

突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。

）
Class Clossing
Activity book
Homework
亲自到体育用品商店买一次东西并运用所学语言。

板书设计：
Lesson2. At the Sports Store
We need some ping-pong balls.
Do you have any balls?
课后反思：
Lesson 3. let’play
教学目标：
1．知识目标：能四会单词light,heavy,throw,catch,hit；能灵活使用句子The basketball is heavy. The ping-pong ball is light. I’m throwing/catching the basketball. I’m hitting the ping-pong ball.
2．能力目标：能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。

3. 情感目标：培养学生对两种球类运动的喜爱之情。

教学重、难点：要求四会的单词和要求掌握的句式。

教具、学具准备：
1.单词卡片,石头,羽毛等轻重对比的物体,篮球,篮筐,乒乓球,乒乓球拍,球
网，有条件可带学生去操场上这节课，课后习题卡（每人一张）。

2.录音机或课件。

教学过程：
Class Opening and Review
1.T:Hello, class! What’s your favourite sports?
S:My favourite sport is ____.
2.T:I want to learn basketball/ping-pong ball. Can you teach me?
S:Yes.
(设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教，激发了学生的学习兴趣，增强了学生的自信心。

)
New Concepts
1．教师右手拿篮球并说The basketball is heavy.左手拿乒乓球并说The ping-pong ball is light.让学生模仿练习。

2．利用准备的实物练习heavy 和light.
3．教师告诉学生篮筐是net,拿着篮球投篮，边投边说I’m throwing the basketball. Say “throw,throwing”,please.学生模仿练习。

4．教师没投中就说This is too hard. The basketball is too heavy. 学生模仿练习。

5．教师拿着乒乓球投篮，一下就投中了就说This is too easy. The ping-pong ball is light. 学生模仿练习。

6．然后把篮球传给别的学生并说I’m throwing the basketball. He’s
catching the basketball. Say “catch,catching”,please. 学生模仿练习。

7．教师又拿起乒乓球拍并告诉学生This is a paddle. I’m hitting the ping-pong ball. Say “paddle,hit,hitting”,please. 学生模仿练习。

8．听录音两至三遍，完成课后习题。

9．学生分组编对话。

10.汇报演出。

(设计意图：这节课的教学可在教室布置环境也可以到操场去上，让学生真正体会篮球和乒乓球运动，激发学习兴趣。

在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。

) Class Clossing
Activity book
Homework
课下打篮球和乒乓球并把所学语言运用进去。

板书设计：
Lesson 3. let’play
The basketball is heavy.
The ping-pong ball is light.
I’m throwing/catching the basketball.
I’m hitting the ping-pong ball.
课后反思：
Lesson 4 Did You Have Fun?
教学目标：
（1）能听懂、会说、会读单词：bought, taught, thought, player, fun, each other。

（2）能够对比区分一般现在时和一般过去时两种时态。

能在真实的语境中运用动词过去式表述自己曾经做过什么，并用简单的语句写下来。

教学过程：
I. Greeting
师生互致问候。

[设计意图：通过师生间简短的问候，迅速营造轻松、愉悦的氛围，拉近师生距离，让师生适应彼此的语音语调和语言节奏，以良好的精神状态进入课堂学习。

]
II. Warming-up
T: I’m very happy to see you. How are you today?
S: …
T: How’s the weather?
S: …
T: It’s snowy and cold. But I like cold days, because I can ski. I often ski, What do you often do?
S1: …
S2: …
T: Did you … yesterday?
S: …
T: What did you do yesterday, Tan Xiao?
Tan Xiao: …
T: Let’s read the passage about Tan Xiao and know more about her.
[设计意图：教师以学生的日常生活作为切入点，快速进入主题。

通过自由交谈帮助学生回忆一般现在时和一般过去时，旨在对比中进一步学习和区分一般现在时、一般过去时两种时态，为后面的交际和写作教学做好铺垫。

]
III. New Conception
Step 1: Circle the New Words
T: Please take out your paper, read the first part, circle the new words quickly. If you finished, put your hands up.
【贴近学生生活的自编文本】：
Tan Xiao likes to eat apples. She often buys apples. But yesterday she didn’t buy apples. She bought oranges.
Sometimes Tan Xiao teaches Zhao Nan to play the piano. She always thinks playing the piano is easy.
Last Sunday, Zhao Nan taught Tan Xiao to skate. Tan Xiao fell down. She thought skating was too difficult.
教师引导学生先解决除bought, thought, taught以外的单词。

本课的生成为先让学生自己解决了difficult这个单词的发音和意义。

然后教师请学生关注幻灯片中逐一出示的三个重点单词。

通过以旧代新的方式，解决这三个词的发音。

并通过观察PPT中这三个单词的书写，注意这三个单词书写间词形的变化。

[设计意图：为贴近学生生活，教师大胆尝试自己创编文本。

选取学生作为主人公，激发了学生学习的积极性。

在第一遍自读文本时，教师让学生初步感知文
本，快速圈出生词，锻炼了学生速读的能力。

]
Step 2: New Conception
T: Read and guess the meaning of the red words according to the passage.
T: Do you remember bought? What’s the meaning?
S: …
T: How do you know that?
S: Tan Xiao often buys apples. Yesterday she bought oranges.
T: All right. Please look at the blackboard.
教师板书这两句:She often buys apples. Yesterday she bought oranges.
T: Let’s read it.
T: Why do we use “buys” here? And why do we use “bought” there?
S: …
对比teach-taught, think-thought两组方式如上。

[设计意图：教师在创编的文本中对比呈现一般现在时和一般过去时两种时态，达到让学生复习旧知，学习新知的目的。

教师在本环节中，充分发挥了学生自主学习的能力。

争取让学生在对比中掌握新知，做到学以致用。

]
Step 3: Game
T: Tian Xiao thought skating was too difficult. I agree with her. Because I can’t stand up on the ice. I think skating is difficult, too. But I can play computer games very well. Let play a game. OK?
T: Guess what’s in the eggs.
1. The first egg: thought
T: Look, there is a gift. Guess, what’s in the box? Two students in a pair, please talk with each other.
T: What did you think was in the box?
S: I thought it was a .
T: What did your partner think?
S: ...thought it was a .
2. The second egg: saw
T: Last summer holiday, Chen Chen went to the zoo, Can you guess what he saw? 3. The third egg: taught
Sometimes, Wang Hong’s teacher taught .
The fourth egg: bought
Last Sunday, Mary went to the clothes shop, can you guess what she bought?
[设计意图：本游戏环节，教师设计了一个愤怒小鸟砸蛋的游戏，当蛋砸开后，教师鼓励全班同学大胆猜测，用目标语言表达自己的观点。

砸蛋游戏通过真实的情境，既巩固了知识，又加强了学生学习英语的兴趣。

]
Lesson 5 A basketball game
教学目标：知识目标：1. player and team, game
2．win and lost
能力目标：1. Demonstrate “win” and “lose” after the game is done
2.play a game of “spelling Bee”
情感目标：When you get lose, you don’t lose your heart. Try
it again
and again. You will win at last.
教学重点、难点：1. words about the game
2.win and lose
教具、学具：A big picture of this lesson and a tape
教学过程：
Class opening and review
Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have guessed these occupati ons, add “doctor” and “police officer”. The students mastered these words orally in Level 1, but they haven’t seen them for a long time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound
out more and more of each occupation.
Introduce
Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team. Demonstrate “win” and “lose” after the game is done. Point to the teams and as you say “You win/lose”
Use the student book
Pause after Number 1 in the student book.
Review the story so far. Li Ming and Jenny have been learning about sports.
Look at the pictures in the student book. What are they doing now?
Note some of the idiom in this lesson: Bob plays basketball “for fun”
Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the
score?” What do the students think these phrases mean?
Practice
Divide the class into small groups. In each group. Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class.
Do the activity book
Class closing
板书：
Lesson5 A basketball game
player team game
课后反思：
Lesson 6 A Famous Football Player
教学目标：1、正确理解、区分win—won, lose—lost
2、练习并准确应答What did you do？
教学重、难点：1、学会探究学习时态的方法，理解过去时与现在时的不同用法；
2、能够理解和运用What did you do?
教具、学具：磁带、单词卡片。

教学过程：
一、探究性学习准备
（1）师生问候打招呼，并进行口语对话。

（2）用What’s wrong?游戏来复习已学过动词的过去时、现在时和将来时结构。

（设计思路：以学生喜爱的游戏方式进行复习，使这课一开始大家就有个好兴致。

）
二、探究性学习的展开
Teaching key concepts
教师开门见山询问：What did you do yesterday?学生回答完毕，紧追问What did Jenny and Li Ming do this evening?让学生回忆上节课学习的内容并谈论一下比赛实况。

让学生听录音，回答问题。

探究问题一
1.Did Bob’s team play a game?
2.Who won?
3.Who lost?
4.What snacks did they buy?
学生小组合作，根据教师提供的录音内容，回答问题。

探究问题二
认真听录音，复述Bob’s basketball game
小结：通过提示词Yesterday—Bob’s team played—good game--played hard—won—lost—yelled--bought帮助学生复述故事。

最后，请学生小组内进行比赛，巩固记忆动词的过去式。

三、探究练习训练
利用动词卡片向学生展示yesterday\today\tomorrow不同时间的区别，对What did you do? What are you doing? What are you going to do?三组句子进行词汇替换。

小组内就关于从某地回到家中，向父母讲述去过哪里、做过什么等内容组织对话。

四、探究学习补充
活动手册有时间在课上做，没时间可说明要求，作为家庭作业。

（设计思路：活动手册是很重要的一个内容，可利用它检查学生对所学知识的掌握情况）
板书设计：
Yesterday—Bob’s team played—good game--played hard 课后反思：
Again, please.
一、教学目标：
1.知识目标
①重点词汇：
any, heavy, light
or
bought, taught, thought
sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team
catch, throw, hit, need, win, lose
②重点句型：
—What did you do?
—I/We ____.
③过去时的应用。

2.能力目标
要求学生能够灵活运用所学知识谈论与运动相关的话题。

3.情感态度，价值观：使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。

运用游戏激发学生学习英语的兴趣，小组、同桌合作学习，形成师生互动、生生互动培养学生合作精神，并对其他学生所说的话给予适当的回应，让每个孩子感知英语的特有的魅力，通过努力，体验成功！
二、教学重、难点：
any, heavy, light
or
bought, taught, thought
sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team
catch, throw, hit, need, win, lose
—What did you do?
—I/We ____.
过去时的应用。

三、教具准备
课件、六年级配套光盘、单词卡
四、教学过程：
Step1 Warming-up and revision
1．学生互相问候，建立氛围。

2．利用节奏轻快的Chant复习几类sports ，为下面的授课营造良好的气氛。

3. 展示课件大标题，让同学们谈论“Your favourite sport. ”
找几名自告奋勇的学生谈论。

4.看幻灯片中的表格，小组合作完成。

在这一环节中，学生间介绍自己通过调查得出的结果，把单词揉合于句型中，进行语言交流，使整个教学源于生活，又用于生活，让学生学得有趣，学得有用，体验成功。

Step2 Practise
1.Play a game “What’s missing?”
（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。

让学生睁开眼睛，设法指出教师移走了哪张卡片。

提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。

让学生重新看到那张移走的卡片，并把它放回原处。

那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。

）
2.Practice
规则：教师出示几个一般现在时的句子，学生把它们变成一般过去时。

3.Text
Step3 Class closing
Let’s chant.
Lesson 7 Always eat breakfast!
一、教学目标：
（一）知识：
1. 巩固内容：
always, sometimes, usually, never等表示频度的词汇。

2. 掌握四会词汇和句型：
①healthy, strong, weak, week
②—How often do you ____?
—____ times a ____.
（二）能力：
学生能用所学词汇句型说出有关健康的句子。

（三）情感：
帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。

二、教学重点、难点：
重点：四会词汇和句型
难点：—How often do you ____? —____ times a ____.句型的理解和运用。

三、教具、学具：
图片、录音机、
四、教学过程：
Class Opening and Review
Greeting.
Play a game: Never, Never
Key Concepts
①healthy, strong, weak, week
②—How often do you ____?
—____ times a ____.
Introduce
Use puppets to role-play “healthy”, “strong”,” weak”and “sick”.
P1: (Sad, coughing.) I feel sick. Sick. Say it, please, class.
C: Sick.
P2: (Happy, energetic.) I don’t feel sick. I feel healthy! Healthy. Say it, please.
C: Healthy.
P1: I am weak. Look! ( Try to carry a chair, but can’t.) This chair is too heavy. I am weak. Weak. Say it, please.
C: Weak.
P2: Not me. I am strong. (To Puppet 1.) May I help you with that chair? ( Carry it.) There! The chair is heavy, but I am strong. Strong. Say it, please.
C: Strong.
Show the pictures and introduce these words.
Write “healthy”, “strong”,” weak”and “sick”on the blackboard. Ask the students try to translate them.
Drill
Ask the students to say who is strong/ healthy/ weak/ sick.
Student book No.1
Introduce
T: Everyone wants to be strong and healthy. Do you? Let’s learn what to do. First, always eat breakfast. Because it’s good for you! Do you always eat breakfast? Let’s look. Here is a chart. This is a week. There are seven days in a week. What are they? (Say Monday, Tuesday……) T: When did you eat breakfast last week?
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Student
1
Student
2
……
Introduce How often did you eat breakfast last week? Once/ Twice/ Three times/…… a week.
Student book and audiotape
Play the audiotape and answer the questions:
How often did Danny/ Kim/ Li Ming eat breakfast last week?
Practice
T: We can say other things. For example: How often do you play ping-pong?
Ask the students to say some sentences.
Ask the students to make up appropriate sentences about how often and make up a chart.
Ask the students to introduce their charts.
Activity book.
Class closing.
五、板书设计
Lesson 7: Always eat breakfast!
Strong and healthy Weak and sick
—How often do you ____?
—____ times a ____.
(Once a week; Twice a week.)
七、课后反思：
Lesson 8 Always Brush Your Teeth !
一、教学目标
A.知识目标
1．Review and use the keywords : before and after .
2．Students can read ,listen , say and write the vocabulary: teeth ,brush your teeth ,face ,wash your face , comb( your
hair ).
3.Important sentence :What do you do before / after ____?
B.能力目标
1、学生能够正确运用短语brush…teeth , wash…face ,comb…hair ,并知
道人称的变化。

2.能够掌握before ,after 的用法。

C. 情感目标
通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。

二、重难点
after , before , teeth ,face , brush , comb
三、教学准备
Objects (toothbrush , comb …) word-cards , clock
四、学具准备
paper , clock , marker
五、教学过程
(一)Class Opening and Review
1.Greeting :Good morning ,class !How are you ?How’s the weather today ?
2.Review ：Look at some pictures and actions ,ask several questions How often do you ____? What do you do ___?
设计意图：在游戏中复习已经学过的单词，避免枯燥乏味的单纯记忆，让学生自己主动的记忆。

3.Sing a song :In the Bathroom .(Review the names about body )
(二)New concepts
Step 1: Introduce :
Show the cards to remember “teeth , face ”
T: Do actions to introduce “brush your teeth ” and “comb your hair”设计意图：用实际动作演练介绍单词，学生既爱学，又学的快，理解的容易。

T: Look , it’s 6:30 , I often brush my teeth .
Then , I wash my face .
T: What do you do ? What are you doing ?
Step 2 : Play a game : Guess
Review the phrases such as “eat breakfast , get up , wash …hands , wash …face , brush …teeth , comb …hair ”
Step3 : Demonstrate: Draw three clocks to show :
6:45 7:00 7:15
7:00 I want to eat breakfast at 7：00.
6:45 Before I eat breakfast , I brush my teeth .
7:15 After I eat breakfast , I go to school .
设计意图：通过出示图片，创设情境，让学生在意义的、生动有趣的情景中接触所学的新内容。

T : Let’s repeat ,before and after .
Can you say some sentences with these two words ?
Practice in groups . Show
设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中说出自己能想到的句子，同时不限定于一个句型，培养学生的发散思维。

在小组练习中，提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导，学生的表达能力也会有所提高。

Play the audiotape and read the dialogue , check up understanding . Show the exercises : Listen and order
( ) Jenny wakes up .
( ) Jenny brushes her teeth .
( ) Jenny eats breakfast .
( ) Jenny washes her face and hands .
( ) Jenny combs her hair .
( ) Jenny goes to school .
设计意图：在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学，并且能引导学生注意听得重点内容，为他的学习提供了方向。

(三)Class closing
Activity Book : No 2 Listen .Answer the questions .
课后反思：
Lesson 9: Eat More Vegetables and Fruit
一、教学目标：
知识目标：vegetables fruit morning afternoon evening
How often do you eat fruit? -twice a week . I like ______. I don’t like _____.
能力目标：能够表达自己喜欢或不喜欢的食物。

情感目标：培养学生健康饮食，不偏食的习惯。

二、教学重难点：学会使用句子：I like/ don’t like ______. 表达自己喜欢什么食物。

三、教具学具：蔬菜水果粘贴画，哭脸和笑脸卡片，学生自画的喜欢的食物图片，单词卡片等。

四、教学过程：
Step I：Greeting and Revision:
1. Greeting
2. Sing “the fruit song”
Play the audiotape to sing the song together as the students show their pictures.
3. Ask students to introduce their food pictures to their partners to exercise “Would you like _______? Yes, please! / No, thanks!” if necessary, the teacher should give an example.
Step II: New class
Part I : Do You Like This
1.T: This is my picture. This is _____.(Point to one fruit in the picture) I like _____.(Show the happy face to explain “like”.) would you like ______?
S: Yes, please./ No, thanks.
T: I like ______.(Show happy face) Do you like ______?
S: Yes/ No
T: I don’t like______.(Show the sad face) Do you like _____?
S: Yes/No
2.Ask students to exercise with their pictures in pairs like the teacher, then show in front.
3.Game named “Finding Friends”
用两套相同的食物卡片分发给同学们，请他们用Do you like _______?句型问其他的同学,当问到和自己手里卡片食物名称一样的同学时就找了到自己的朋友。

4. Play the audiotape as the students follow in their books.
Part II:
1. Please look at the book and guess what the picture are about.
(The teacher say the sentences and do the action to help students understand the Chinese meaning of morning, afternoon, evening . If necessary, we can explain in Chinese.)
2. Play the audiotape as the students follow in their book.
3. Work in pairs:
Talk about what they do in the morning, afternoon and evening.
Lesson 10 ：Exercise
教学目标：
1、Students can read，write，say and aurally understand the
vocabulary：minutes，hours，exercise
2、教授歌谣“Everyone, Everyone, Reach up High”使学生能跟
着节拍边做动作边说歌词。

3、通过本课教学，使学生了解健康的生活方式应加强体育锻炼。

教学重、难点：X k B 1 . c o m
1、掌握本课四会单词: minutes, hours, exercise 是重点。

2、如何在实际中灵活运用 How much/How many/How often 是难点。

教具、学具：
一个带有分针的钟表、录音机、课文录音带。

教学过程：
一、 Class Opening and Review：
1、Play“ What Time Is It” to review how to say times.
2、Play“Simon Says” to review actions and phrases such
as：ride a bike, walk, run, jump,play ping-pong等。

二、Key Concepts：1、Introduce：
(1) Demonstrate“minute, hour”with a big clock.
(2) Demonstrate“exercise” with five volunteers. Ask
each volunteer (in a whisper ) to perform an
action(use the actions recommended for “Simon Says”
above.) Ask the class to guess what he or she is doing.
Then ask all the volunteers to perform their actions
at the same time and lead a dialogue：
T: Look! They are exercising!(Point to each volunteer) Riding a bike
is exercise. Playing ping-pong is exercise.Walking is exercise.
What else is exercise?(Point to the next volunteer.) __ing
is ...
C: …exercise.
T: Right! (Point to the final volunteer.) And __ing is …
C: …exercise.
T: Very good!
2、Use the Student Book and Audiotape:
(1)《教科书》第一部分 T：Exercise helps make your body healthy and
strong.出示问题：What is exercise? How much exercise do you need?
学生边看书边听课文录音，同桌讨论后回答。

回答第一题引出动名词短
语作主语这一知识点，板书：Riding a bike/Walking to
school/Running/Playing ping-pong is exercise. 回答第二题时引出
How much 与 How many 的区别，并利用钟表演示使学生能回答: How
many minutes are there in an hour?/How many minutes make an hour?
(2)《教科书》第二部分出示问题：How many minutes dose Danny exercise?
How often dose Danny exercise? How many minutes dose Danny walk
to school? 听课文录音小组讨论后得出结论：Danny needs to get more
exercise. 采取多种方式操练：同桌对话、小记者采访的形式询问同学
们的锻炼情况，在活动中复习并巩固句式的运用，深刻领悟锻炼的重要
性。

3、Practice: Teach “Everyone, Everyone, Reach up High”in Number
3 of the student book.
(1) Play the audiotape, the students follow words and pictures in
their books.
(2) Teach line by line, students to repeat.
(3) Finally play the audiotape again, students chant along and do
the actions.
(4) 各组选派一名台前表演。

三、Class Closing:
Homework:(1) 画出一些动作或尽量用动作表演出来来练说:___ing is
exercise.
(2) 课余将所学chant 带动作表演给家人或朋友。

(3) Make a chart : 了解身边人的锻炼情况。

板书： Lesson 10 Exercise
Sixty minutes make an hour!
Riding a bike
Walking to school is exercise
Running
Playing ping-pong
课后反思：
Lesson 11 Work Hard
教学目标：
1. 知识方面：能听、说、读、写和正确运用high、low和homework等单词。

2.能力方面：能够在日常生活中灵活运用所学的词汇和句型。

How often do you ?
_______ times a .
How many minutes do you _____ ____?
About ____ minutes.
3.情感态度，价值观：通过分组练习、游戏培养学生合作互助精神、通过本课
主题培养学生健康的生活观念。

教学重难点：
1.使学生听写词汇 homework、high、low、等单词
2. 使学生能灵活、运用并练习句型。

How often do you ___ ___?
About ____minutes.
教学过程：
Step1 Warming-up and revision
一、Greeting.
二、Chant. （内容）
Everyone，everyone.
reach up high，high、high、high.
everyone, everyone.
bend low, low、low、low.
Step2 New Concepts
一、出示单词卡high、low把high贴在黑板的高处low贴在低处。

让学生在手里
随意拿一样东西，听教师的口令练习high、low.然后同桌练习。

二、观看幻灯，出示李明写作业的图片，放在屏幕的上方。

提问：Is it low? What is he doing?引出homework,进一步提问家庭作业还有那些形式。

陆续
出示所有图片，问What do they do ? Do they work hard ?引出
work hard 让学生说出自己最喜欢的事。

问学生How How many minutes do you___?
三、1.Play a game 将全班学生分成几个组，教师设置三个场景分别为
学校、体育场、家中。

要求学生用本单元所学的知识来编对话。

最后用Work hard at (in)____.来概括。

然后学生来教室前表演。

2.（一）、教师鼓舞学生说：Let's work hard ! Does kim work hard ?出示问题，让学生带着问题听磁带，然后做出回答。

（二）、Play a game 把全班分成若干小组，每组选出一名调查员，利
用教师提前制作好的表格进行调查，评选出健康之星。

Step3 Class closing
Homework 画出一幅有关Work hard 的图画，并写出几句话加以说明。

四布置作业
板书设计: Lesson 11 Work Hard
How often do you ___ ___? homework
About ____minutes. high
Low
课后反思：
Lesson 12 Helen Keller
一教学目标
1.新词汇:born, blind, deaf, normal, famous
2.新句型:She was blind. So she couldn’t see. / She was deaf. So she couldn’t hear.
/ But she could learn.
3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。

二教学重点与难点
重点:学生能够用“could,couldn’t”来描述过去所具备和不具备的能力。

难点:学生能够流利地使用正确时态来描述自己的能力,能够复述Helen Keller的伟大事迹。

三．教学过程
1. 感受生活美好。