2015译林版六下project1教案
牛津译林英语六下project1 教案(2课时)
学科：英语课题：Project1 Being a good student 主备课教师：一、教学目标：1. 复习1——4单元的词组、句型和话题，熟练掌握相关语法。
2.能通过阅读短文，归纳好习惯和坏习惯，指导“好学生”应该具有的品质。
3.能用照片或图片制作一张“好学生”的宣传海报，并能阐述。
二、制定依据：1、内容分析：本单元是一个复习单元，以活动课的方式呈现前四单元的内容。
围绕“成为一个好学生”展开话题，讨论生活学习中的好习惯和坏习惯。
激励学生完善自我，让自己具有一名好学生应有的品质。
结合话题整合交通规则，成为文明好学生。
2、学情分析：学生有什么:英语学习兴趣以及前面几单元的基础，能较为准确地使用句型。
学生缺什么：在情境下灵活运用所学知识的能力，对前四个单元中句型的综合运用。
三、教学课时：2Project 1 Being a good student (The First Period)一、学习内容：A、B二、学习目标：1.复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2.以“Being a good student”为主题,交流好习惯和坏习惯，以培养学生的良好习惯。
3.完成相应的练习。
三、教学重点：以“Being a good student”为主题,交流好习惯和坏习惯，以培养学生的良好习惯。
四、学习过程：Procedure Teacher’s activities Learner’s activities Purposes Plan adjustmentPre-task preparation 1. Revision2.Free talkWhat should a goodstudent do ?do the writing workhe/she should …work in groups复习导入，结合主题展开讨论，小组活动。
达成目标1What should agood student do ?Ss do the writingworkhe/she should …show time1. sum up the points of agood student.From Life\Study\On theroadshow the poster in class总结归纳，指导方法，成果展示，激励学生。
2015年六年级英语下册Unit 1教案(译林英语)
2015年六年级英语下册Unit 1教案（译林英语）Unit 1 The lion and the mouse ?1銆佽兘鐞嗚В?2細bite, hole, large, sharp, strong, weak, wake up銆?3佷細璇昏〃绀烘椂闂撮『搴忕殑璇嶇粍锛?the next day, just then, from then on 銆?4?璇炬椂1 Story time1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole3.杩涗竴姝ュ珐鍥簍here be繃鍘诲紡鐨勫啓娉曞拰璇婚煶銆?4.?毦鐐?1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole 3.?Step1: Pre-reading 1. T: Look! Can you guess what my hobby is? S: You like reading, I think. T: Yes. I like reading stories. Do you like stories? What stories do you know? S: The king鈥檚new clothes鈥?T: Today we are going to read another interesting story. Look at the picture. Can you tell me the name? S: The lion and the mouse Unit1 The lion and the mouse T: Look at the lion. What do you think of it? Teach: large strong heavy T: But what is the mouse like? Is it large?... Teach: small weak light Step2: While-reading 1.T: The large and strong lion, the small and weak mouse. What is the story about? First, we know who. What else would you like to know about the story? S: Where? When? What? How? Where? in the forest 2. T: What happened? There are some sentences for you. Let鈥檚readthem together. The lion caught the mouse but let it go. The lion and the mouse became good friends. The lion could not get out from the net. The mouse helped the lion get out. The mouse woke the lion up. 3. Read and match 4. Watch and order 5. Read and think Teach: one day, the next day, just then, from then on 6.Read and think Q: Why did the lion let the mouse go? Q: What happened to the lion? Q: How did the mouse help the lion? Picture1&2 Pic2: How did the mouse say to the lion. Quietly How did the lion say to the mouse? Loudly The mouse was afraid. Picture 3-5 Underline the new words and phrases Teach: bite鈥昩it hole How? Sadly happily 7. T: If you were the mouse. What would you say? I am small and weak, but I am clever and brave(鍕囨暍). I can help the lion! Step3: Post-reading 1. Let鈥檚read. 2. Try to retell. 3. T: What do you learn from the story? Sometimes, the strong can be weak.鍐嶉珮鐨勪汉涔熸湁灞堣韩鐨勬椂鍊欙紝Sometimes, the weak can be strong.鍐嶇?Everyone is good at something.姣忎釜浜洪Let鈥檚help each other!?Step4: Homework Listen and read the story. Retell the story to your friends or family. Copy and recite the phrases. Unit1 The lion and the mouse One day walked by woke up caught let it go The next day caught with a large net bit couldn鈥檛get out Just then saw made a big hole got out From then on became good friends璇炬椂2 Story time (2) Fun time級 1.?2.鑳藉惉鎳傘€佷細璇淬€佷細璇汇€佷細鍐欒瘝姹囷細bite, hole, large, sharp, strong, weak, wake up, let go銆?3.鑳芥牴??1. 瀛︾敓瀵?2.敼缂栧苟琛ㄦ紨鏁呬簨銆?Step1: Revision 1. Greetings 2. Read the story together. 3. T: Long long ago, there was鈥?S: There was a lion. He was very large and strong. T: What happened? One day he next day鈥?just then鈥?from then on鈥?Can you ask some questions about the story? For example, who woke the lion up? Step2: Presentation 1. T: Open your books. Turn to page 8. Let鈥檚read the questions and answer together. Who woke the lion up? Did the lion eat the mouse? How did the man catch the lion? How did the mouse help the lion? What did the lion and the mouse lion? What did the lion and the mouse become? 2. Try to retell the story according to the blackboard. 3. Do the exercise on page 8: Read and order. 4. key words and phrases: Large/big鈥晄mall/little Strong鈥晈eak Sharp鈥昩lunt Wake up/get up/go to bed/go to sleep Want to do/would like to do Some day Let sb do The next day/the following day/the second day Catch the lion with/use o catch Just then/just now Get out/get in From then on/from now on Become friends 5. Fun time T: Now we know a lot about the story. We can also retell it. Right? Can you act it? Look at picture 1, the lion was very strong and large. What would he say? T: Turn to page 10. Work in groups and complete the dialogue. S: 鈥?T: Now let鈥檚act! Step3: Practice 1. Act the story. 2. Exercises on Exercise Book 1. Step4: Homework 1. Listen and read Story time. Try to recite. 2. Review the text and notes. 3. Try to retell or act more stories in groups. 鏉Unit1 The lion and the mouse Notes璇炬椂3 Grammar time & Checkout time(Look and write)1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow鈥?3.瀛︾敓鑳芥帉鎻?ite-bit锛寃ake-woke锛宭et-let銆??1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow, well鈥?Step 1 Revision 1. Greetings 2. Quick response: 鍔ㄨ瘝杩囧幓寮?Let鈥昹et Bite鈥昩it Wake鈥晈oke 3. Try to retell the story according to the verbs Step 2 Presentation (Grammar time) 1. T: When the lion caught the mouse, the mouse was afraid. So he said quietly. But How did the lion laugh? S: Helaughed loudly. T: The next day, two men caught the lion. He was sad. He asked for help sadly. T: When the mouse help him get out, he became 鈥?S: He became happy. T: So he thanked the mouse 鈥?S: happily. say happily T: Open your books to page9. Let鈥檚read the sentences together. The lion asked sadly. The lion laughed loudly. The mouse said quietly. The mouse said happily. 2. adv. Sad鈥晄adly loud 鈥昹oudly quiet鈥晀uietly happy鈥昲appily T: Can you find out the rules? S: 褰㈠ySummary: ?a. 璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully careful鈥昪arefully b. 鍘籩鍔爄ly happy鈥昲appily angry 鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard run fast/slow jump high/low get up early/late d. ood鈥晈ell 3. Checkout time T: Look at the pictures and complete the sentences. The boy is running fast. The girl is shouting excitedly. The children are talking loudly. The people are laughing happily. The man is reading carefully. The woman is crying sadly. Step 3 Practice 1. Lily is a ________ student. She speaks English_______. (good) 2. Ben got up ________ this morning. He was_________ for school. (late) 3. He is a _______ boy. He laughs_________. (happy). 4. The food in Thailand tastes _________.(good) 5. Mary is a _______girl. She always talks __________.( quiet) 6. Nancy is a ________ girl. She dances_________.(beautiful) 7. Tomorrow is New Year's Day. The students are _________. And the English teacher aren't going to assign homework .So the students willshout_________. (excited) 8.Billy slips and falls. He cried ________.(sad) Step 4 Homework: 1. Review 鈥淕rammar time鈥? 2. Preview Cartoon time 3. Do some exercise. Unit 1 The lion and the mouse ?a.璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully b. 鍘籩+ily happy鈥昲appily angry鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard runfast/slow jump high/low get up early/late d. ood鈥晈ell璇炬椂4 Sound time& Cartoon time鍐欙級 1.鑳界敤wh-?2.鑳芥帉鎻＄壒娈?3.cartoon time锛屽苟鑳芥帉鎻″叾涓??1.鑳界敤wh-?2.cartoon time?Step 1 Revision 1. Greetings 2. T: Boys and girls, do you likesweets? S: Yes/No. T: I like lollipops best. T: Where can we buy sweets? S: In the sweet shop. Step 2 Presentation 1. Sound time T: Look at the picture. Can you say some sentences about it? For example, they are going to the sweet shop. S: 鈥?T: OK!I have some sentences for you. Let鈥檚read them together. We are going to the sweet shop right now (). We want to buy a lollipop. It is for the boy over there. The boy is sad.鍒掔嚎鎻愰棶Where are you going? When are you going to the sweet shop. What do you want to buy? Who is it for? How is the boy? T: Do you think it is rising intonation or falling intonation? S: Falling intonation. T: Let鈥檚read together. T: They are going to buy a lollipop for the boy. What will he say? S: Thank you鈥?T: Well done. You鈥檙e so polite. But I think it doesn鈥檛matter. Because they just want to help the boy, and make him happy. Read sound time together. 2. Cartoon time T: Now we know how to ask questions. Wh- how. S: what, where鈥?T: We are going to learn Cartoon time. Before learning, what would you like to know about the story? S: Who? What? Where? When? How?... T: Who? S: Bobby and Sam. T: Who else? Look at the picture. S: Billy and Willy. T: What are they doing? S: They are playing table tennis happily. T: Look! Sam plays well! Sam is really good at table tennis. T: What happens? Can you guess? S: 鈥?T: Let鈥檚listen! What happens? S: The ball falls into a hole. S:鈥?T: OK. Let鈥檚read the story together. Look andsay(picture 2) Teach: cheer for them loudly hit the ball hard Pic3: T: At last, finally, they find a hole. Is the ball in the hole? S: Yes. T: But Sam鈥?Teach: reach Pic4: T: Sam has an idea. What is the idea? S: Teach: pour in into the hole T: Is there only oneball? S: No. there are so many balls. T: What does it mean? S: 鈥?Step 3 Practice 1. Read the story after the recorder. 2. Read in groups. 3. Share the group work. Step4 Homework 1. Listen and read Cartoon time. Prepare for the acting. 2. Listen and read Sound time. 3. Preview Culture time. Search for stories.Unit 1 The lion and the mouse Who? be good at Where? hit the ball hard What? reach鈥?When? pour 鈥?into鈥?How? Why?...璇炬椂5 Culture time& Checkout time(Think and write) 浜1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?4. 鑳藉舰鎴愪簰鐩稿府鍔╃殑濂芥皼鍥淬€?€侀毦鐐?1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?Step 1 Revision 1.Free talk 2.Review some phrases Step 2 Presentation 1. T: We learned stories in this unit. What story?S: The lion and the mouse. T: What is this story about? S: Animals T: Do you know where it is from? Teach: Aesop鈥檚Fables T: Look! This is Aesop鈥檚Fables. You can find many animal stories . What stories do you know in Aesop鈥檚Fables? Can you tell us ? The Fox and the grapes The Farmer and the snake T: The book is written by Aesop in ancient Greece. We also have our story book. It is called a Chinese idiom book. We can also find many animal stories in it. Can you tell one? 瀹堟牚寰呭厰銆佷骸缇婅ˉ鐗⑩€︹€?2. T: Do you like stories? You know, Su Hai and Anna aree-friends. Su Hai is writing an email to Anna. Would you like to know her story? S: Yes.. T: But her email is not complete. Can you read and complete it? T: Let鈥檚check your answers. What鈥檚Su Hai鈥檚story? What happened to her? T: Su Hai likes helping people. What about you? What did you learn from the lion and the mouse? S: We should help each other. T:We should help others just like Su Hai. Let鈥檚read the email. Step 3 Practice T: Did you help others? Would you like to share usyour story? Step 4 Homework 1. Read Culture time and Checkout time. 2. Try to help each other.Unit 1 The lion and the mouse Aesop 鈥檚 Fable a Chinese idiom book璇炬椂 6 Ticking time &Exercise級 1.?2.愮敤鑳藉姏鐨勬彁鍗囥€??1.?2. Step 1 Revision 1. Greetings 2. Free talk Step2 Presentation 1. Revision T: Boys and girls, we have finished this unit. What did you learn from this unit? S: We learned 鈥?2. Ticking time T: Well done. Open your books. Turn to Page 15. Can you understand 鈥淭he lion and the mouse 鈥? Can you use 鈥渓oudly 鈥? 鈥渟adly 鈥? Do you know the intonation of wh-questions? Step3 Practice 1. Do the listening on workbook. 2. Check the answers. Step4 Homework 1. Review Unit 1. 2. Finish the workbook.Unit 1 The lion and the mouse Notes。
2015年六年级英语下册Project1教案（译林英语）
2015年六年级英语下册Project1教案（译林英语）★精品文档★2015年六年级英语下册Projectl 教案（译林英语）单元内容ProjectIBeingagoodstudent课时1集体备课教案二次备课（手写）教学目标1. 能熟练掌握第一至第四单元主要的词汇、句型和日常交际用语等语言知识。
2. 通过阅读短文，归纳好习惯和坏习惯。
3. 通过小组讨论，归纳好学生应该具备的品质。
教学重、难点1. 能灵活运用第一至第四单元的词汇、句型和日常交际用语等语言知识。
2. 通过阅读短文，归纳好习惯和坏习惯。
3. 通过小组讨论，归纳好学生应该具备的品质。
教学准备PPT教学设计Step1:War-upFreewalStep2:Revision2016全新精品资料-全新公文范文-全程指导写作-独家原创HaveaP.8/乙poojeoiueAeH：￡P uno yo 冋ooipsoiob：s■|ooqosojo6：iA|jeednje6：s■■dnje6：iseiddeoij:乙puncoj■ ■ ■ f|ooqosojo6| AeMeqjsisiqi…'qjeejAqsn」q |AeMeqjsisiqi^siqjeiiBuosMeueeenoAueo：!6uos/v\eueeeojAji（乙）jjeeqeje6ueonoAos f||eM6u!snoA：i6uose6uis（L）。
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江苏无锡译林版六年级英语下册Project1全部教案(共3课时,区一等奖)
Project 1 Being a good student一、单元教学内容分析本单元是六下的期中单元，着重归纳了第一单元至第四单元所涉及的语言项目，教师应该根据学生的年龄特征及班级的具体情况，采用灵活多样的教学手段，充分调动学生学习的写的能力和综合运用语言的能力。
第一单元选自伊索寓言，故事生动有趣。
通过学习和模仿不同角色的不同语音语调，培养学生的英语朗读能力。
掌握副词的构成及如何运用所学的一般过去时讲述故事。
第二单元主要围绕“习惯”这个话题开展各项活动，所涉及的日常交际项目有介绍、描述自己或他人的生活、学习习惯等。
其中涉及一般现在时的句型，同时学习一些常用的关于频率的词汇。
第三单元围绕“健康的饮食”介绍Mike和Yang Ling的饮食习惯，让学生学习名词的复数变化形式。
重点学习句型He/She has a lot of/some noodles/meat. He/She eats a few eggs/a little rice.让学生在语境中了解have/has以及a few/a little的区别。
第四单元主要围绕“道路安全”引出句型You must ... You must not ... What must you do/not do on the road? MustI ... ?运用真实的情景让学生理解和运用所学知识。
二、学情分析六年级的学生已经积累了一定的英语知识和英语学习方法，且此板块贴近学生的生活，能激发学生的英语表达欲望。
通过学习，学生可以再次学到表达生活习惯，健康饮食和遵守交通规则的用语，并能够模仿文本将学到的知识用于实际交流。
三、教学目标1.知识目标（1）能熟练地听、说、读第一至第四单元中出现的单词。
（2）能熟练地在情境中运用第一至第四单元中出现的日常交际用语。
2.技能目标（1）能对第一至第四单元的单词进行归类。
（2）能综合运用本册书第一至第四单元所学的日常交际用语。
译林英语六下教学设计Project 1 第二课时
译林英语六下教学设计 Project 1 第二课时
背景信息
本次教学设计旨在帮助六年级学生提高口语表达能力和听力理解能力。
本课时主要涉及到口语、听力和文化衔接等方面的内容。
教学目标
1.学会聆听并理解对话和问题。
2.能够流利地回答对话和问题。
3.了解中国的传统文化和民俗习惯。
教学重点和难点
1.重点：学生能够理解对话并回答问题。
2.难点：学生能够口语流利表达。
教学内容
1.对话理解和回答
–学生分成小组互相提问和回答，巩固所学知识。
2.中国传统文化和民俗习惯
–带领学生一起讨论中国传统节日的来历和习俗。
–教师分享有关中国文化和传统习俗的知识。
教学过程
1.自我介绍（5分钟）
–老师和学生互相介绍自己。
2.对话理解和回答（25分钟）
–学生分成小组，彼此提问和回答。
3.中国传统文化和民俗习惯（20分钟）
–师生共同讨论中国传统节日的来历和习俗。
–老师通过PPT和图片介绍中国的传统文化和习俗。
4.集体练习（10分钟）
–整体模拟对话和回答。
5.课堂小结（5分钟）
教学评估
1.对话的理解和回答。
2.课堂表现和口语表达。
教学资料
1.PPT。
2.中国传统文化和民俗的图片和视频。
2015年六年级英语下册Project1教案(译林英语)
2015 年六年级英语下册 Project1 教课方案（译林英语）单元内容Project1Beingagoodstudent课时 1集体备课教课方案二次备课（手写）教课目的1.能娴熟掌握第一至第四单元主要的词汇、句型和平时社交用语等语言知识。
2.经过阅读短文，概括好习惯和坏习惯。
3.经过小组议论，概括勤学生应当具备的质量。
教课重、难点1.能灵巧运用第一至第四单元的词汇、句型和平时社交用语等语言知识。
2.经过阅读短文，概括好习惯和坏习惯。
3.经过小组议论，概括勤学生应当具备的质量。
教课准备 PPT教课方案Step1:War-upFreewalStep2:RevisionHaveaP.T:Doyouwanttobeagoodstudentinclass?Ss:yes.T:Good.youusthaveaP.(Eachgrouphasabox.Nowopenthebox.Ifyoudoagoodjob,you willgetaheartfrothebox.)Round1:Singasong演唱歌曲 Thisistheway，并鼓舞学生改编歌词。
(1)SingasongT:yousingwell,soyoucangetaheart.(2)TrytoaeanewsongT:canyouaeanewsongliethis?ThisisthewayIbrushyteeth,...ThisisthewayIgotoschool,...Round2:Picapples复习动词词组和副词的搭配。
T:getup...S:getupearlyT:gotoschool...S:gotoschoollate...Round3:Havenicefood复习可数名词、不行数名词与afew,alittle的搭配。
Round4:Quicresponse体现第二至四单元相关生活习惯、饮食习惯和行路规则的图片，要修业生描绘，并判断是好习惯仍是坏习惯。
六下Project1三课时教案
译林版小学英语六年级下册Project1一、单元教材分析本单元以“Being a good student”为主题，让学生运用所学知识,用英语向别人介绍如何成为一个好学生。
运用第一至第四单元所学的语言知识与同伴进行问答，制作海报，谈论如何做一个好学生。
单元教学目标1.知识目标（1）在语境中对U1-U4的知识进行复习和运用。
（2）小组讨论“好学生”的习惯和品质；（3）向同伴展示海报并阐述如何成为一名好学生；2.技能目标（1）指导学生运用学习策略，自主归纳学习。
（2）指导利用照片或图片制作一张“好学生”宣传海报。
3.情感态度目标（1）通过本单元学习，让学生学会互相欣赏。
（2）通过本单元学习，激发学生对英语学科的好奇心以及学习兴趣。
二、单元教学重难点1.教学重点1）在语境中对U1-U4的知识进行复习和运用。
2）小组讨论“好学生”的习惯和品质；2. 教学难点（1）制作并向同伴展示海报并阐述如何成为一名好学生；（2）指导学生运用学习策略，自主归纳学习。
三、单元教学安排建议在1-2课时内完成本单元教学内容。
第一课时：A、B部分第二课时：C、D部分译林版小学英语六年级下册Project1第一课时教学目标：1.复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2.以“Being a good student”为主题,交流好习惯和坏习惯，以培养学生的良好习惯。
3.完成相应的练习。
教学重、难点：1.复习1~4单元主要词句，让学生能充分掌握并灵活运用1~4单元的单词和句型。
2.以“Being a good student”为主题,交流好习惯和坏习惯，以培养学生的良好习惯。
3.完成相应的练习。
教学过程：Step 1 RevisionT: Good morning, children. Do you remember what we learnt in the last four units.S1: In Unit 1, we learned a story “A lion and the mouse”. In Unit 2, we learnt about “Good habits”. Unit 3, A healthy diet. And Unit 4 Road safety.T: What did you learn from Unit 1?S1: We should never laugh at others. Sometimes the weak can help the strong.T: Great. And I think the story also told us we should help each other.T: What good habits do you have?S2: I get up early, …S3: I …S4: I …S5: I have some good habits, but I have some bad habits too. I …T: I’m glad you have many good habits. You know what bad habits you have, and you can try your best to change them.T: What do you have for breakfast/lunch/dinner?S6: I have … for …T: Do you think it’s good for your health?S6: …T: Do you know how we can cross the road safely?S7: …T: Do you have any questions to ask me?S8: …【设计意图：让学生自主回顾1至4单元所学主题，选取要点进行问答，重点关注与习惯相关的问题，为下面的交流做好预热。
2015年六年级英语下册Project1教案(译林英语)
2015年六年级英语下册Project1教案（译林英语）单元内容Pret1 Being a gd student时1集体备教案二次备（手写）教学目标1 能熟练掌握第一至第四单元主要的词汇、句型和日常交际用语等语言知识。
2 通过阅读短，归纳好习惯和坏习惯。
3 通过小组讨论，归纳好学生应该具备的品质。
教学重、难点1 能灵活运用第一至第四单元的词汇、句型和日常交际用语等语言知识。
2 通过阅读短，归纳好习惯和坏习惯。
3 通过小组讨论，归纳好学生应该具备的品质。
教学准备PPT教学设计Step 1: ar-upFree alStep 2: RevisinHave a PT: D u ant t be a gd student in lass?Ss: esT: Gd u ust have a P(Eah grup has a bx N pen the bx If u d a gd b, u ill get a heart fr the bx ) Rund 1: Sing a sng演唱歌曲This is the a，并鼓励学生改编歌词。
(1) Sing a sng <This is the a>T: u sing ell , s u an get a heart(2) Tr t ae a ne sngT: an u ae a ne sng lie this?This is the a I brush teeth,This is the a I g t shl,Rund 2:Pi apples复习动词词组和副词的搭配。
T: get upS: get up earlT: g t shlS: g t shl lateRund3:Have nie fd复习可数名词、不可数名词与 a fe, a little的搭配。
Rund 4:Qui respnse呈现第二至四单元有关生活习惯、饮食习惯和行路规则的图片，要求学生描述，并判断是好习惯还是坏习惯。
译林牛津版六年级英语下册教案 Project1 Period 2
Project 1 Being a good student第二课时Teaching contents 教学内容：Project 1 Being a good student-B & C Teaching aims and learning objectives教学目标：1. Students know what makes a good student.2. Students know how they can be good students.3. Students can make a poster about being a good student and talk about it.Focus of the lesson and predicted area of difficulty 教学重点和难点：教学重点：Students know what makes a good student and how they can be.教学难点：Students can make poster about being a good student and talk about it.Teaching aids 教学准备：教学PPTTeaching procedures教学过程：Step 1 Warm-upT: Look at the picture, read the sentence(s) and make a judgement.1. There’s no time for breakfast. I don’t want to eat anything.S1: That’s a bad habit. We should eat breakfast every mor ning.S2: We should eat breakfast on time.S3: It’s bad for us if we don’t eat breakfast.2. If there are no cars, we can run red lights. (闯红灯)S4: We must follow the traffic rules any time.S5: It’s dangerous to run red lights.S6: …3. Let me play some more minutes. I can do my homework in the evening.S7: We should do our homework first.4. We mustn’t throw things out of the cars.S8: It’s a good habit. It’s dangerous to throw things out of the cars.S9: The road will be very dirty…5. I should listen carefully and try to answer questions in class. If I have problems, I may ask for help.S10: It’s a good habit. …6. The traffic is heavy. Let’s park our cars on the pavement.S11: It’s a bad habit. We mustn’t park our cars here and there…7. Grandma and Gr andpa are sleeping. You can’t sing loudly, but you can read books.S12: …8. Uncle Wang is always busy. He often has fast food for lunch.S13: …9. Eddie has a healthy lifestyle.T: Does Eddie have a healthy lifestyle?S14: Yes. He likes walking.T: What do you think, S15?S15: I don’t think so. “I walk to my bowl many times a day.” means Eddie likes eating very much. He should not eat too much. He should do more exercise.【设计意图：培养学生阅读、观察的细致程度。
六年级下册英语教案-Project1Beingagoodstudent译林版(三起)
六年级下册英语教案Project 1 Being a good student 译林版（三起）一、教学目标1. 让学生掌握与“成为一名好学生”相关的词汇和句型，如：honest、hardworking、helpful、cooperative等。
2. 培养学生运用所学知识描述一个好学生的特点，并能在实际情境中进行运用。
二、教学内容1. 词汇：honest、hardworking、helpful、cooperative等。
2. 句型：What does a good student do？A good student is honest/hardworking/helpful/cooperative.3. 语法：描述一个好学生的特点，使用一般现在时。
三、教学重点与难点1. 教学重点：掌握与“成为一名好学生”相关的词汇和句型，并能运用所学知识描述一个好学生的特点。
2. 教学难点：正确运用一般现在时描述一个好学生的特点，以及在实际情境中的运用。
四、教具与学具准备1. 教具：多媒体课件、图片、单词卡片。
2. 学具：课本、练习册、笔。
五、教学过程1. 导入：通过图片展示不同类型的学生，引导学生思考“什么样的学生才是好学生？”2. 新课内容呈现：教授与“成为一名好学生”相关的词汇和句型，并通过实例进行讲解。
3. 练习：让学生分组讨论，用所学知识描述一个好学生的特点，并进行汇报。
4. 巩固提高：设计一些实际情境，让学生运用所学知识进行角色扮演，如：课堂表现、课外活动等。
六、板书设计1. Project 1 Being a good student2. 词汇：honest、hardworking、helpful、cooperative等。
3. 句型：What does a good student do？A good student is honest/hardworking/helpful/cooperative.4. 语法：一般现在时描述一个好学生的特点。
六年级下册英语教案-Project1BeingagoodstudentB-译林版(三起)
六年级下册英语教案-Project 1 Being a good studentB-译林版（三起）教学目标本教案旨在帮助学生理解“成为好学生”的概念，培养他们的学习兴趣，提高他们的英语水平。
通过本节课的学习，学生应能够：1. 理解并运用与“成为好学生”相关的词汇和短语。
2. 用英语描述一个好学生的特征和行为。
3. 参与小组讨论，分享自己对于“成为好学生”的看法和经验。
4. 提高听力理解能力，能够从听力材料中获取关键信息。
教学内容本节课的教学内容主要围绕“成为好学生”这一主题展开，包括以下方面：1. 词汇：学习与“成为好学生”相关的词汇，如“discipline”，“cooperation”，“responsibility”等。
2. 表达方式：学习用英语描述一个好学生的特征和行为，如“be punctual”，“listen attentively”，“participate actively”等。
3. 听力材料：听一段关于“成为好学生”的短文，理解其中的关键信息。
4. 讨论活动：小组讨论，分享自己对于“成为好学生”的看法和经验。
教学重点与难点本节课的教学重点是帮助学生理解和运用与“成为好学生”相关的词汇和表达方式，并能够参与小组讨论。
教学难点在于如何引导学生正确理解和运用这些词汇和表达方式，并能够从听力材料中获取关键信息。
教具与学具准备为了更好地进行教学，需要准备以下教具和学具：1. 教师用书：用于备课和指导教学。
2. 学生用书：用于学生跟随教学进度。
3. 词汇卡片：用于展示和复习与“成为好学生”相关的词汇。
4. 听力材料：用于听力练习。
5. 小组讨论表格：用于记录和展示小组讨论的结果。
教学过程本节课的教学过程分为以下几个环节：1. 导入：通过与学生讨论“什么是好学生”来引起学生的兴趣，并引入本节课的主题。
2. 词汇学习：通过展示词汇卡片和例句，帮助学生学习和理解与“成为好学生”相关的词汇。
3. 表达方式学习：通过示例和练习，帮助学生学习和运用描述好学生的表达方式。
六年级下册英语教案-Project 1 Being a good student 第一课时 译林版
六年级下册英语教案-Project 1 Being a good student第一课时教学目标•理解并掌握关于“好学生”的词汇、短语和句型。
•能够用英语表达出如何成为一名好学生。
•通过阅读和思考，激发学生的学习兴趣和学习能力。
教学重点•学生能够理解和掌握相关词汇、短语和句型。
•学生能够用英语口语表达如何成为一名好学生。
教学难点•学生能够通过阅读和思考，激发学生的学习兴趣和学习能力。
教学过程1.开场导入老师对学生进行自我介绍，介绍自己的教育背景和经历，引出本课话题：“Being a good student”。
2.视频演示播放一个关于“好学生”的视频，让学生了解其他国家的好学生是如何学习的。
3.读一读让学生带着问题阅读课本上的“Reading strategy”，然后让他们阅读文本，并标记出自己感兴趣的内容和想了解的知识点。
4.讨论学生暂停阅读，然后与伙伴讨论自己的问题和标记，然后回答以下问题：•为什么学习是重要的？•你认为好学生有哪些特点？•你有什么方法提高成为好学生？5.听说活动老师播放一段听力材料，并提供相应的问题。
让学生听并回答问题，然后在小组内讨论如何改进听力技巧。
6.看图说话教师在白板上展示一系列图片，让学生发挥自己的想象力，根据图片表达如何成为好学生。
7.小组活动将学生分成小组，成员之间互相分享其想象中的好学生的特点和学习技巧的实践。
然后有一个学生代表小组提出他们的想法和反思。
课堂延伸1.为了加深学生对“好学生”的概念和方法的理解，可以将学习转化为小组项目，并邀请学生为他们课堂上选择的主题，提供更深刻的分析和探讨。
2.可以鼓励学生分享自己的好学生经历，鼓励他们探讨他们自己如何变成好学生，并向其他学生提供帮助和指导。
总结在这个课堂中，学生了解了成为一名好学生的方法和特点。
通过观看视频、阅读、听力和小组讨论等多种方式，学生能够更深入地了解到如何成为好学生，以提高自己的学习兴趣和能力，提高自己的成绩。
六年级下册英语教案-Project1 Being a good student第1课时-译林版三起
六年级下册英语教案-Project1 Being a good student第1课时-译林版三起一、教学目标1.熟练掌握常用学习方法的表达和运用2.能够有效地制定学习计划并按计划行动3.培养学生的自我管理能力和自我学习能力4.提高学生的英语口语表达和听力理解能力二、教学内容1.学生探究学习方法的相关内容2.学生制定自己的学习计划和目标3.学生通过角色扮演练习英语口语表达和听力理解能力三、教学重点难点1.学生如何有效地制定学习计划2.学生如何养成良好的学习习惯和方法3.学生如何通过角色扮演提高英语口语和听力理解能力四、教学步骤第一步：导入1.教师介绍本节课的主题和教学目标2.学生们共同讨论并总结常用的学习方法第二步：学习方法探究1.教师向学生们介绍几种常用的学习方法，并对其进行详细解释与分析2.学生们分组进行讨论并分享自己的看法和经验3.教师组织学生们进行小结和汇报第三步：学习计划制定1.教师介绍学习计划的重要性，引导学生了解如何制定一份科学合理的学习计划2.学生根据自己的实际情况和学习目标制定自己的学习计划，并交流分享自己的计划第四步：角色扮演1.向学生们介绍关于学生生活和学习的场景2.学生们分组进行练习，共同完成场景角色扮演，提高英语口语表达和听力理解能力3.教师进行点评和反馈，并针对学生的不足进行指导五、教学评价方法1.教师对学生的学习计划和目标进行评估与指导2.角色扮演后，教师进行学生英语口语表达和听力理解能力评估3.学生们进行小结和评价，反馈教学效果六、教学延伸在课外，教师可以组织学生们进行一个小小的“学霸挑战赛”，让学生们根据自己的学习计划和目标参加比赛。
通过这样的活动，学生们可以更好地锻炼自己的自我管理能力和自我学习能力，进而提高学习成绩。
江苏南京译林版六年级英语下册Project1第一课时教案(区一等奖)
Project 1 Being a good student(第一课时Part A）教学设计一、教学内容：Part A二、教学目标：1. 知识目标：（1）能熟练地听、说、读第一至第四单元出现的单词。
（2）能够熟练地在情境中运用第一至第四单元出现的日常交际用语。
（3）能理解关于Amy和John的短文2. 技能目标：（1）能在情境中运用所学的日常交际用语和句型与他人进行交流。
（2）复习、总结自己学习和生活各方面的好习惯和坏习惯，并学会判断同伴的习惯的好坏。
3. 情感目标：（1）培养学生良好的学习、生活习惯。
（2）培养学生乐于参与、积极表达的学习情感。
三、教学重点：通过交流与合作，能够运用Unit 1-4所学的语言知识和语言技能进行交流，复习、总结学习及生活等方面的好习惯和坏习惯。
四、教学难点：能在真实的环境中比较自如的运用所学的日常交际用语。
五、课前准备：1．教师准备：多媒体课件，课前在黑板上写好课题。
2．学生准备：课本。
六、教学过程：Step1 Warm- up1. Greeting2. Free talkDid you have breakfast this morning?What did you eat?What do you usually eat for your breakfast?What about lunch and dinner?【设计意图】在上课伊始通过谈论早午餐都吃些什么，将学生的注意力吸引到课堂中来。
话题不仅和学生日常生活息息相关而且和本单元复习内容有关，有利于为下面的教学环节做好铺垫。
Step 2 Lead- in1.Good memoryT: I know what you have in your meals? Do you remember what Mike and Yang Ling have in their meals?Ss : Mike /Yang Ling has a lot of / some / a few / a little …T: Can you use“a lot of”“some”“a few”“a little”correctly ?Ss : …【设计意图】通过free talk里询问学生们早中晚吃些什么，引出Mike和Yang Ling早中晚分别吃了什么，并用“a lot of”“some”“a few”“a little”来归纳，复习第二课课文的同时还引发学生回忆如何正确使用“a lot of”“some”“a few”“a little”。
译林英语六下教案Project 1 第一课时
译林英语六下教案Project 1 第一课时[教学目标]1. 了解课程主题和学习内容。
2. 学习单词和短语，并掌握其用法。
3. 学会说英文名字，并互相介绍。
4. 提高听说技能，能听懂简单的英语交流内容。
5. 培养学生主动交流、团队协作和自我表达能力。
[教学重点]1. 学会说英文名字，并互相介绍。
2. 学习单词和短语，并掌握其用法。
[教学难点]1. 提高听说技能，能听懂简单的英语交流内容。
2. 培养学生主动交流、团队协作和自我表达能力。
[教学准备]1. 课件PPT。
2. 录音机或音频设备。
3. 照片墙、名字卡片。
[教学过程]Step 1 课堂导入 (10分钟)老师打招呼并介绍今天的主题是关于自我介绍。
引出“英文名字”这个话题，并询问学生是否有英文名字或英文名字想法。
任务：学生用中文讲述自己的英文名字或想法，并简单介绍自己。
Step 2 文字学习 (20分钟)老师通过PPT展示本课文中出现的单词、短语和句子，并逐一讲解其意思和用法。
这些单词和短语包括：English name, introduce, what's, your, name, first name, last name, middle name, nice to meet you, too。
提醒学生要注意单复数、主谓一致等语法问题。
并引导学生复读、大声说出这些单词和短语。
Step 3 情境演练(30分钟)老师以一个景点导游与外国游客见面的情景为例，设计角色扮演活动，让学生扮演导游，口头介绍旅游胜地，并通过“英文名字自我介绍”环节让学生讲述自己的英文名字并向同伴介绍自己。
任务：1. 学生分为两人一组，自由配对，分别扮演游客和导游。
2. 导游首先自我介绍自己的英文名字和职业，并问游客“what's your name?”。
3. 游客回答并互相介绍自己的英文名字及其含义、国籍、职业等。
4. 练习结束后，学生将自己的英文名字写在名字卡片上，并将卡片贴在照片墙上进行展示。
【精品】六年级下册英语教案：Project1 Being a good student Part A ｜译林版(三起)
Friends 教学设计●Content Analysis 教学内容分析：本课的教学内容主要通过狮子和老鼠的卡通故事为主线，这是一个全新的故事，在第一单元的基础上扩写两个卡通人物故事以此复习了前面四个单元的主要句型。
这是一个寓言故事，具有较强的阅读性，培养学生想象力，看图说话能力以及阅读的能力。
●Learner Analysis 学生分析：六年级学生已基本养成较好的课前预习，小组合作学习等习惯，自主学习能力比较强，他们对故事比较感兴趣。
鼓励学生自主阅读，培养他们的阅读能力以及表达英语的能力。
●Objectives教学目标：nguage Knowledge 语言知识目标(1).能够展开合理想象对已学故事进行生动的表演。
(2). 能听懂，会说，会读，会写表示习惯类的日常交际用语。
(3). 能听懂，会说，会读，会写关于diet 的交际用语。
2. Language Skill 语言技能目标在关键词的提示下能运用所学的句子流畅地描述图片的内容，学习能力强的学生可以熟练地表述或表演图片的内容。
3.Affect情感态度目标(1).通过各种活动培养学生的合作精神。
(2).通过各种活动培养学生的阅读兴趣。
(3).通过各种积极的评价调动学生学习的积极性，培养学生大胆开口讲的学习习惯。
4.Learning Strategies 学习策略目标：(1).通过各种形式，主动获取与课文相关的信息。
(2).积极参与小组合作，共同完成学习任务，发展语言的听说能力和写作能力。
5.文化意识目标：通过学习本课的卡通故事，让学生养成良好的饮食习惯和懂得人与人之间应该互相帮助的道理。
●教学重难点：1．能掌握已学过的一般现在时的句型。
2. 能熟练运用一般将来时展开话题询问和回答。
●教学准备：ppt.卡片，表演动物的头套●教学过程Step 1 Revision1.Greetings2. T: Here’s a picture .Who are they?S1:They’re the lion and the mouse.T: Bingo! Did you remember the story of the lion?Ss: Yes.（教学目的：引领学生进入英语学习状态，为课上的练习作好铺垫.运用白板中笔盒标出狮子和老鼠，可以让学生更为清晰明了教师的意思。
译林版(三起)六年级下册英语教案Project1 Being a good student Part B
Project 1 Being a good student一、学讲目标通过复习，让学生进一步掌握1--4单元所学知识。
二、教学重、难点能正确运用副词与形容词。
三、教学准备课件四、教学过程Step1 Warming up1.Greetings.2.Sing a song:This is the way.3.交流海报教师组织各小组展示自己制作的海报，并运用所学的语言知识介绍海报内容。
教师也可以鼓励学生就海报内容提问。
如：S1：A good student should go to school early.S2：A good student should listen to the teacher carefully. ...Step2 Presentation1.请将下列的形容词转化为副词。
bad- ( ) beautiful-（）quiet- ( ) sad- ( )loud- ( ) excited- ( )low- ( ) careful- ( )easy- ( ) happy_ ( ) 你有什么发现?你还能举出类似的词汇吗?小组合作讨论。
2.你知道它们的区别吗？（1）.nice,good,well（2）.tall,high（3）Sleep,sleepy（4）Safety,safe,safely小组合作。
学生代表发言。
教师小结。
3.写出反义词。
tall--( ) big---( ）bad-( ) badly-( )sad- ( ) sadly-( ）你还能举出类似的例子吗？学生代表发言，教师板书。
教师提醒学生要注意词性的变化。
4.知识小贴士：同学们，你注意到这些动词吗？make,keep,feel,stay,look教师讲解说明。
5.辨析：（1）many与much（2）a few与a little你知道它们的用法吗？你知道不可数名词有那些吗？Step 3 Practice1、用所给单词的正确形式填空。
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Project 1 Around our city (Period 1)Teaching contents教学内容：Project 1 Part ABTeaching aims and learning objectives教学目标：1 Review the words and drills we have learned before. 会用where…? 句型询问并回答2 Review the grammar point Where guides the special questions and Try to use it smoothly.3 Be able to communicate with each other easily.Focus of the lesson and predicted area of difficulty教学重难点：1 Review the words and drills we have learned before.2 Be able to communicate with each other and feel happy for communicating.3 Be able to master the grammar point Where guide the special questions. Preparation教学准备：1. 单词图片2. 多媒体课件Teaching procedures教学过程：Step 1 Warm-up1、让学生根据自己的实际情况回答问题。
(1) Where do you live?(2) How do you come to school?(3) Is there a zoo near your home?(4) Anywhere else?Step 2 Revision复习已学词汇：根据老师的提示，让学生先读一读，再猜一猜，说出场所的名称。
然后向学生出示各种场所标志的地图。
加深巩固单词的学习，同时让学生看图说一说可以在这些地方做什么。
（1）It is a place. It is big. It is clean. We can see many doctors and nurses there.It is a ___________. .（2）It is a place. It is big and clean. People can see and learn about many interesting things there.It is a ___________.（3）It is a place. It is big and beautiful. We can see many animals there. They are cute and clever.It is a _______.（4）It is a place. It is small. We can send letters and cards there. The postmen work there.It is a ___________.3、根据各种标志的地图，请学生们尽可能多地用英语说出各种场所的名称。
（bookshop, museum, restaurant, post office, cinema, hospital, supermarket, bank…）Today…s topic: Arou nd Our cityStep 3 Presentation1. Know the city: PPT (Picture: Nanjing)T: This is a city. Do you know its name? Great! It‟s just our city, Nanjing. Do you like it?Ss: Sure.T: Me, too. Hello, S1.Where do you live?S1: I live in…Town/on…street.T: Wh ere‟s our school?S1: It‟s on …Street.T: How do you come to school?S1: I come to school by bus from Monday to Friday. Sometimes I come to school on foot.T: Who is your good friend?S1:ｘｘ.T: Where does your good friend/he/she live?Ss: He/She lives in/on/near…T: Do you come to school with him/her?S1: Yes/No.T: What do you like talking about?Step 4 Tasks问答会话练习，让学生以小组的形式操练。
四人小组谈论上述话题：先示范:看图，猜一猜小女孩想做什么，引出故事，让学生独立思考，各自回答。
T：What can we ask?Is there a post office near your home/school?Is it near or far away?Where is it?Where do you live?S1: I live in .…Town/on .…Street.T: How do you get there?S1: I take a bus to go there.Oh, you can take a metro to go to the post office, too.……小组上台对话表演Step 5 ConsolidationMake a card: (Enjoy a song: Polly, put the kettle on)1. Work in groups. Draw a map of your city on page 99. Mark your homes and school on the map.S1: Where do you live? (Where does he live?)S2: I live in .…Town/on .…Str eet. (He lives in…)S1: Where‟s our school?S3: It's on ... Street.2. Mark these places on the map.(bookshop, museum, restaurant, post office, cinema, hospital, supermarket, bank)S1: Where‟s the museum?S2: It‟s on ... Street.S1: Where‟s the hospital?S3: It's on ... Street.3.The students ask and answer each other and make the information maps. Theteacher go around and instruct them.Step6 Homework1 Read the drills of Part A three times, try to memorize them.2 Finish the map of our city on Page 99.3 Think about how to introduce the cities to the whole class.Blackboard design板书设计：Project 1 Around our city (Period 1)Where do you live? (Where does he live?)I live in .…Town/on .…Street. (He lives in…)Where‟s our school?It's on ... Street.(New words or the words which have difficult pronunciations)(Important drills)教学反思:Project 1 Around Our School (Period 2)Teaching contents教学内容：Project 1 Part CDTeaching aims and learning objectives教学目标：1、Review the words and drills from Unit4 to Unit8 we have learned before.会用Where/How…? 句型询问并回答2 、Review the grammar point Where/How guide the special questions and Try to use it smoothly.3 、Be able to communicate with each other easily.4、.Be able to introduce the cities to the class.Focus of the lesson and predicted area of difficulty教学重难点：1、Be able to introduce the cities to the class.2 、Be able to communicate with each other and enjoy the communication.3 、Be able to master the grammar point Where/How guide the special questions. Preparation教学准备：PPT, Information mapsTeaching procedures教学过程：Step 1 Warm-up1、Say a chant进入主题。
学生先分组朗读，然后教师示范，学生跟读后改编儿歌，提高学习的乐趣，培养学生的创造性思维能力。
（1）How do you go to the zoo?By bus? No!By car? No!By underground? Yes!I go to the zoo by underground.（2）How do you go to the park?By bus? No!By underground? No!By bicycle? Yes!I go to the park by bicycle.Step 2 Revision1、Show the students‟ maps of our city .Talk about them.以此导入单词、句型和会话练习，帮助学生温习Part A和Part B中的核心词汇、句型及真实的英语语言场景交流。