外研版六年级英语下册全册教案

六年级下册
英语教案2018年3月
新标准英语三年级起点第八册教案
MODULE 1
Unit 1 I want a hot dog,please.
一、教学内容
本教学知识点源于外语教学研究出版社，小学英语（供三年级起始用）第八册Module 1第一单元。

本教学知识点围绕“在快餐店点餐”展开教学的。

学习“hamburger、cola、dollar、cent、enjoy”等单词及“What do you want?/I want a hot dog,please./How much is it?/It is thirteen dollars and twenty-five cents.”重点句型展开教学使学生在情景中掌握教学内容，培养学生自主学习英语的能力和运用英语分析、解决问题的能力，以及交流和合作的能力。

二、教学目标
1、知识目标
（1）四会单词：hamburger、cola、dollar、cent、enjoy
（2）能灵活运用重点句型，并清楚其运用的场合和语言：What do you want?/I want
a hot dog,please./How much is it?/It is thirteen dollars and twenty-five cents.
2、能力目标
（1）通过情景交际活动，营造探究的学习氛围，引导学生自我探究，培养学生的听、说、读、写等综合能力及英语进行交际的能力。

（2）通过会话表演、小组比赛、游戏等活动多角度激发学生自主探究学习的积极性，培养学生学习英语的兴趣。

3、情感目标
（1）根据学生的心理特点及实际情况设计有意义的教学活动，激发学生的积极性，使学生懂得如何在西式快餐店用英语点餐。

（2）使学生能利用所学的知识与别人合作、交流获得成功的喜悦。

三、教学重、难点
1、教学重点：What do you want?
I want a hot dog,please.
How much is it?
It is thirteen dollars and twenty-five cents.
2、教学难点：使学生懂得如何在西式快餐店用英语点餐。

四、教学用具
磁带、录音机、本课挂图、小贴画、词卡、图片、小黑板、多媒体课件（条件允许下使用）
五、教学过程
（一）Warming-up（约3分钟）
1、Greeting
T：Hello，everyone！How are you today？
Ss：I am fine．Thank you ﹗And you ？
T：I am fine too．Thank you﹗Are you happy?[
Ss:Yes．
2、Listen and do
T:Stand up/Turn left/turn west…
Ss:Do the actions．
(设计意图：师生互致问候，沟通感情；Listen and do 达到激发学生的情趣)
(二)Lead in（约4分钟）
1、教师拿出汉堡的图片，T:What is this? Ss:汉堡。

T:Yes,this is hamburger.从而引出新单词“hamburger”，教师教学生hamburger的发音，并要求学生在书桌上拼写h-a-m-b-u-r-g-e-r,hamburger．通过one by one接龙式让学生快速站起来读。

教师又拿出可乐的图片,T:What is this? Ss:可乐。

T:Yes,this is a cola. 教师举起汉堡和可乐的图片问：“How much is it?总共多少钱？”Ss:＄13.25 T:Yes,It is thirteen dollars and twenty-five cents.Ok,now enjoy your meal.又引出“cola、dollar、cent、enjoy”用同样的方法教授,通过提问的方式抽查学生掌握的情况。

（设计意图：为新课作铺垫）
（三）Presentation (约25分钟)
1、教学活动1（Listen,point and find“I want…”）
(1)师生互动
T:Boys and girls,do you like hamburger?
Ss:Yes．
T:I like hamburger too．Do you like cola ?
Ss:No(Yes)．
T:Ok,now let′s look at activity 1.
Who are they? Can you guess what are they doing? （出示本课挂图）
(2)教师播放第一遍录音，要求学生画出不懂的句子和单词。

（3）播放第二遍录音前，教师要求学生带着小黑板的问题去听，如：①Is a hot dog really a dog?②What does Daming want? ③How much is it?
(4)教师再播放录音，每句停顿，请学生跟读并模仿语音语调，以提问的方式解决小黑板上的问题。

（5）教师教学生读SB活动1的对话。

（6）把全班分成四人一小组，分别扮演Simon、Daming、Simon′dad 、Waitress 的角色朗读课文。

[
2、教学SB activity 2 (Listen and say)
(1)引出重、难点
T:(出示图片)What do you want?
S1:I want a hamburger．
S2:I want a cola．
S3:I want a hot dog.
S4:I want….
T:How much is it?
Ss:It is thirteen dollars and twenty-five cents
(2)Practice
教师拿出词卡“hamburger、cola、hot dog、dollar、cent．
①播放录音，教师带领学生朗读这几个单词。

然后教师随意抽取卡片，请学生朗读上面的单词。

最后个别抽查，并以小贴画作为奖励。

②两人一小组或同桌之间练习对话,然后请自愿表演的小组上台表演，并以小贴画作为奖励。

3、教学SB activity 3
(1)教师利用多媒体课件呈现SB part 3 (Ask and answer)的图。

T:What can you see? What are they doing?请学生观察并作答。

（2）T:What do you want?(鼠标指向任意一幅图)Ss:I want …,please.
T:How much is it?
Ss:It is …
4、Extension
把讲台布置成快餐店的柜台，邀请自愿者站到讲台后扮演服务员，再邀请几名学生上前扮演顾客，表演点餐的过程。

为了鼓励下面的学生积极参与，教师可以提出问题：“What does he/she want?”请全班同学抢答。

（设计意图：突破本课的重、难点）
六、Summary (约5分钟)
哪位同学能讲讲如何在西式快餐店用英语点餐呢？
（设计意图：深化对课堂教学的理解）
七、Homework (约3分钟)
（1）熟读课文，并完成活动手册的练习。

（2）同桌之间相互练习SB part 2的对话。

（设计意图：进一步巩固本课的重、难点）
八、板书设计
Module 1
Unit 1 I want a hot dog,please.
What do you want?
I want a hot dog,please.
How much is it?
It′s thirteen dollars and twenty-five cents.
(hamburger、cola、dollar、cent、enjoy)
Module 1
Unit 2 What do you want to eat?
一、教学目标
1、知识目标：
(1)能识读运用单词chicken, orange juice, tea.
(2)能掌握运用句型What do you want to eat\ drink? I want a hamburger，please.进行对话交流。

(3)学习歌曲What do you want?
2、能力目标：能口头运用How much is it?这类语句询问物品价格，并能口头运用It‟s ten yuan.这类语句回答。

3、情感目标：在交流中体验学习英语的乐趣，培养学生大胆开口说英语的能力，提高学生学习英语的积极性。

二、教学重、难点
1、重点：句型What do you want to eat? What do you want to drink?
2、难点：是掌握和熟练运用本模块所学语言知识谈论点餐和就餐的情况
五、课前准备
录音机、磁带、带有标价的食物图片\饮料图片\一张餐馆里的点菜单。

学生收集或自制的带有标价的食物图片和饮料图片。

三、教学过程
Step ⅠWarming up
1. Greetings
2. 汇报家庭作业中的调查，小组表演上节课的对话。

（设计意图：复习上节所学内容，为学习新知做好铺垫)。

Step ⅡPresentation
1、Learn the text
(1) Lead in
上节课我们了解了在美国快餐店点餐用餐的全过程，现在我们要跟随Ling ling和Lingling 's dad 一起学习怎样用英语在中国快餐店就餐的，瞧他们正在一家快餐店里点餐，我们先来听听吧。

(2) Look and listen for "What do you want ..."
Listen to the tape.
教师可以通过肢体语言来讲解“eat”和“drink”.
(3) Listen and answer
播放第二遍录音，学生带着问题听录音并寻找答案。

（1）What does Lingling want to eat and drink?
（2）What does Linglin g‟s dad want to eat and drink?
录音播放完毕后，学生进行口头表述，教师及时纠正答案。

(设计意图：学生带着问题听录音并寻找答案,培养学生分析问题，解决问题的能力。

)
(4) Listen and repeat.
“模仿秀”看看哪个同学模仿的最好。

播放第三次录音。

每个句子后停顿后，要求学生进行指读和跟读。

并把以下句子进行板书：
What do you want to eat/drink?
I want …
听完后集体或小组或个人进行模仿朗读
（设计意图：运用多种形式让学生进行充分的听说练习，使学生具有良好的语音语调）
Step ⅢPractice
1、引导学生看SB第二单元活动2 Look the menu中的菜单，要求学生能识别单词：chicken, orange juice, tea并能书写单词：rice, tea。

然后教师扮演服务员来询问个
别学生：“What do you want to eat/drink?”鼓励学生根据自己的喜好来点餐, 小组内练习点餐。

2、引导学生看SB第二单元活动3中的对话，并进一步引导学生运用How much is it?这类语句询问物品价格，并能口头运用It‟s ten yuan.这类语句回答。

小组内练习（设计意图：通过小组对话练习，让更多的学生参与学习活动，激发学生的学习积极性，提高学习效率。

）
Step ⅣDevelopment
1．Make a Chinese fast food restaurant 学生自制菜单，自取店名来开一家中国快餐店，学生来扮演服务员和顾客进行以小组为单位的情景短剧的表演。

(设计意图:通过Make a Chinese fast food restaurant情景练习活动促使学生在实践中运用所学英语，增强对所学英语的体验，培养学生的合作精神。

）
2．学了这些后我们知道了在中国快餐店吃饭点餐的一些日常用语，下面有一位非常热情的老板在招呼客人，让我们一起去看看。

学习SB第二单元活动4中的歌曲，播放录音，先请学生听歌词朗读。

播放歌曲，先让学生整体欣赏歌曲，并确定学生在理解歌词时，是否有疑问。

再次播放歌曲，每句后停顿，让学生跟唱。

最后集体演唱。

Step ⅤSummary
用英语在中国快餐店就餐会用到哪些句子呢？What do you want to eat/drink?How much is it？It‟s ten yuan.
（设计意图：师生共同回顾总结，加深对所学知识的印象。

）
Step ⅥHomework
菜单设计竞赛学生小组内，设计一份精美菜单，下节课进行评比。

（设计意图：帮助学生复习有关食物的单词，为学生提供创作的空间）。

板书设计
Module 1 Unit 2 What do you want to eat?
New words 小组评价
What do you want to eat/drink?
chicken, orange How much is it？It‟s ten yuan.
orange juice,tea.
Module2
Unit1 We’re going to have a picnic
一、教学目标
1. 知识目标：
⑴能听懂、会说本篇对话；
⑵掌握本课中的四会单词：duck, noisy, picnic
⑶掌握句型：simple future tense: be going to
When are we going to eat?
We’re going to eat at half past twelve.
What are we going to do? We are going to walk around the lake.
⑷能模仿课文，运用重点句型进行扩展性的情景会话；
2. 技能目标：会用be going to谈论意图和计划
3. 情感目标：培养学生英语学习兴趣的持续及敢于开口表达的情感态度
二、教学重点：四会单词及句型，课文的掌握
三、教学难点：能模仿课文，运用重点句型进行扩展性的情景会话
四、教学准备：录音机，图片，单词卡片等。

五、教学步骤：
Step 1 Warm-up
1. Sing an English song.
2. Ask the children: What do you like doing in your spare time? (Let more students answer) Step 2 Introduction
1.Teach the new words in different ways: duck, noisy, picnic
Then let Ss remember the words in their own small groups.
2. T: I’m going to go to the park with my friends this weekend?
I’m going to go at nine. How about you,children?(师板书重点句型)
What are you going to do? I’m going to….
When are you going to go? I’m going to go at….
3. Practice the sentences by different ways.
4. Finish activity 3 of Page7. Ask the children to ask and answer in pairs.
5. Text
T:Do you want to know what did Daming, Simon and Simon’s mother do during the weekend?
⑴Put the chart on the blackboard and ask the children to look at the picture carefully. Listen to the dialogue carefully and ask several questions.
⑵Play the cassette and circle the new words.
⑶Play the cassette and ask some questions.
When are they going to eat? What are they going to do?
⑷Play the cassette again and pause after each sentence for the children to repeat.
6. Practice in groups and act out the dialogue.
Step 3 Summary
Group work: 让生自己总结“be going to”的用法。

Step 4 Expanding Language
Free talk: 让生创设情景，结对子用“be going to”进行对话练习，并进行展示。

Step 5 Homework
1. Read the text in roles.
2. Learn SB Activity 3 by themselves.
Blackboard Writing:
We‟re going to have a picnic
New words：duck, noisy, picnic
What are you going to do? I’m going to….
When are you going to go? I’m going to go at….
Unit 2
It’s going to snow in Harbin
知识技能：学习用英语讨论将来的天气状况，培养学生听说读写英语的能力。

能力目标：能运用所学句型“It‟s going to snow in…”进行对话表演和口语交际，激发学生学习英语的兴趣，
情感目标：培养学生关心生活，热爱生活的情感。

[教学重点]
1、继续操练句型：be going to…
2、复习形容天气状况的词语。

[教学难点]
运用句型“It‟s going to snow in Harbin. It‟s going to be windy and cold in Xi‟an.”描述同一季节不同地区的天气情况。

[教具]
CD_ROM、多媒体等
[教学过程]
热身复习：
（1）师生问好后，出示一些描述天气状况的图片，复习相关单词sunny, warm, cool, windy, cold, hot, snow, snowy, rain, rainy等。

（2）教师将一张山东省的地图投放到屏幕上，请同学汇报昨天收听、收看的天气预报，用“What's the weather like in Weifang today? It’s ……”句型针对省内几个城市的天气情况进行问答，并把相应的图标点击拖拉到地图上。

新知呈现
教师指着地图上潍坊的位置说：“What's the weather going to be like in Weifang tomorrow? It’s going to ……”并板书该句子，展示全国地图反复操练后，教师变换原来图表的位置，请学生在练习本上写出相应的问答，教师点击电脑显示答案后，及时表扬和鼓励学生。

合作探究
（1）“超级模仿秀”：为了培养学生的自信心，锻炼学生的口语表达能力特安排了此活动。

请同学们模仿播音员来预报天气。

要求同学们互相帮助至少能预报一两个城市，这样很好地完成了活动2的任务。

（2）“电话交流”：要求2人一组，编排一组对话。

每个组员都要假设自己居住在不同的城市，而要通过打电话来询问各个地方第二天的天气状况。

（3）“魔法眼”：展示活动3的图片，先了解图上各城市的天气情况，然后快速闪现所要学生描述的城市的天气情况，学生进行抢答练习。

猜对多者为幸运者，可得红星奖励。

此活动比较有趣，也可在小组间进行。

练习巩固
教师提问：“What are you going to do today?”待学生回答后，教师介绍说：“下面我们来看看屏幕图画中的小姑娘今天会做些什么？”要求学生边看图边跟读。

课堂小结
让学生说说描述某地将来天气状况的句型：It‟s going to snow in…
It‟s going to be warm in…
课后作业
根据活动5提供的一周天气和活动，制定一个你自己一周的活动计划（C类同学可以写一天的活动计划，计划必须是可行的。

）
Module 3
Unit 1 The sun is shining.
一．教学准备与分析
2、Teaching material:
Students Book：Module3Unit 1Activity1, 2, 3
2、Teaching aim and demand
a. Using Ability task :Using present continuous tense: be+ doing
b. Moral task: Students can describe a secene
Key words: shine everyone out of
wrong send sing
Key sentences: A: In this photo,the sun is shining.
B: The brids are singing in the tree.
The ducks are eating our picnic.
3. Teaching point:
Words: shining sending singing eating
Teaching difficulty:
Be +Ving
S +is+ doing………
He is playing with dogs.
S +are+ doing……….
We are watching TV now.
S +am +doing…….
I am singing now.
4 Task design:
The task: 1：SB Unit 1
5 Teaching things：
PPT casseete radio wordcards
二、课堂教学程序{ Period two}第二课时
1 Greetings: T—Ss Ss—Ss
2 Warm up
Do a chant“what do you want to eat”
3 Leading
A: Review :
What are you going to do this weekend?
T: I‟m going to go to a bo okstore
I am going to buy some books, what about you, S1?
S1: I‟m going to play the piano.
S2: I‟m going to …
S3: I‟m going to …
T: Let‟s watch PPT?
B: Learn words: shine everyone out of
wrong send sing
Target: To make students master the structure.
He is playing with dogs.
We are watching TV now.
I am singing now.
4 Presentation:
a. Ss open their books.
b. Listen to the tape.
c. Look at the PPT again and answer questions.
Question1: Where are the birds singing?
Question2: What are the ducks eating?
Question3: What is Lingling sending?
Question4: Who loves picture books?
5 Read after the tape.
Under line the key words.
6 Homework:
A: Copy the new words.
B: Dictation tomorrow.
C: Read and listen the text three times.
Unit 2
I am looking out of the window
一．教学准备与分析
1、Teaching material:
Students Book：Module3Unit 2Activity1, 2, 3
2、Teaching aim and demand
Using Ability task: Using present continuous tense: be + doing
Describing scenes.
A．Basic Demands:
V ocabulary：sleep mountain train station out of words ending in -ing B．Further Demand:
1. Students can describe things that is happening.
2. Students can describe the text according to the picture.
C．Revision
The using way of present continuous tense: be + doing
3、Teaching difficulties: be + doing to describe things that is happening
4、Teaching aids：Tape recorder, photos, word cards, ppt.
二、课堂教学程序{ Period One}第三课时
1、Warm up
⑴Greetings: T—Ss Ss—Ss
(2)Free Talk:
Topic: What do you like doing?
T: I like reading story books, what do you like doing?
S1: I like watching TV.
S2: I like playing …
2、导入（Leading ）
A.1 T: I like dancing, look what am I doing
Help students say: You are doing something.
2. Now, look at PPT, look at the pictures and tells what is he or she doing.
Students read the phrase together:
Reading singing dancing running eating playing
Ask students say: He is reading.
She is singing.
…..
3. Game: Guessing game
One student does action, the other says what is she or he doing
4. PPT
Show some scenes and give an description for example:
In this photo, They are in the park, they are rowing a boat.
T: Simon, Daming and Simon‟s mom had a special weekend, do you want to kno w where did they go and what happened?
(1)Ss open their books
(2)Listen to the tape, students pay attention the blanket.
(3) According to the listening material, students finish the blankets.
B. Practicing
Students do dialogue in pairs with sentence structures on the board
A: In this photo, we‟re having a picnic.
B: You are in the park.
A: That‟s right.
C. Homework
1. Read the text fluently.
2. Prepare the photos.
Module 4 Unit 1
I`m making Daming`s birthday card
一、学习目标
1.学习目标语句：I’m making Daming’s birthday card.
学习词汇：card, careful, balloon, fly away
2.学会运用I’m making Daming’s birthday card.并能口头运用说明自己正在做某事因此不能做另外的事。

3.识别词汇：card, careful, balloon, fly away书写单词card, cake.
二、预习学案
自主学习
1.通过听录音、网络等方式预习本单元将要学习的新单词、课文。

将不会读的单词和句子进行标注，不明白的地方找出来。

2.了解生日歌和生日蛋糕的起源。

3.学会下列短语
在超市________________ 买东西____________
举行生日聚会______________ 生日卡片___________________
小心______________ 飘走____________
4. 阅读课文，小组讨论并回答下列问题：
(1)Where is Simon‟s mum?
(2)What is she doing ?
(3)Can Simon help his mum?
(4)What is he doing?
(5)Who can help Simon‟s mum?
(6)What are happening?
三、导学案
（一）课前延伸——预习检测
1.小组长带领检查预习单词情况。

3.学会下列短语
在超市________________ 买东西____________
举行生日聚会______________ 生日卡片___________________
小心______________ 飘走____________
（二）课内探究
1. 自主学习
（1）点明本课的教学目标
（2）展示导学案，学生讨论，小组展示（可小组长带领，也可组内成员轮流），回答预习学案中的问题。

(1)Where is Simon‟s mum?
(2)What is she doing ?
(3)Can Simon help his mum?
(4)What is he doing?
(5)Who can help Simon‟s mum?
(6)What are happening?
（3）个人学习
学生在学习新单词后，自主学习新课文。

遇到不懂得地方可在小组内交流解决。

记录好重点、难点。

2. 合作探究
（1）小组内解决刚才自己找到的不懂的地方。

（2）讨论如何用句型Who can help me 向别人寻求帮助，且给寻求帮助的人以回答。

（3）讨论一下P15 Activity 3的图片，并在小组内相互交流。

3.精讲点拨
（1）Fly away与fall down的区别。

（2）现在进行时句子的结构：主语+be+动词的ing。

四、课堂检测
（一）单项选择
1. Who can help ? Yes, ______ can.
A. me, me
B. I, I
C. me, I
2. We ______ going to have a picnic in the park.
A. is
B. are
C. am
3. _______ sun is shining.
A. A
B. An
C. The
4. The ducks are eating ______picnic.
A. our
B. we
C. I
5. It‟s going to _______h ot in Beijing.
A. is
B. be
C. /
（二）连词成句
1. am, going to, I, have, birthday, party, a (?)
2. I‟m, birthday, card, Daming‟s, making(.)
3. help , you, can, I (?)
4. help , you, can , I(.)
___________________________________________________________
5. she , your birthday, buying things, for, is (.) —————————————————————————————
板书设计
Unit 1 I‟m making Daming‟s birthday card
My balloons are flying away.
Who can help me? Yes, I can .
My book is falling down. No, I can‟t.
Unit 2
The apples are falling down the stairs.
一、学习目标
1.学习目标语句：The apples are falling down the stairs.
学习词汇：stairs, mess
2.学会运用The apples are falling down the stairs.并能口头运用说明正在发生的事情。

3.识别词汇：stairs书写单词:apple
二、预习学案
自主学习
1.通过听录音、网络等方式预习本单元将要学习的新单词、课文。

将不会读的单词和句子进行标注，不明白的地方找出来。

2.学会下列短语
捡苹果________________ 洗苹果___________
在电话里交谈______________ 打扫楼梯___________________
三、导学案
（一）课前延伸——预习检测
1.小组长带领检查预习单词情况。

2.翻译下列短语
捡苹果________________ 洗苹果___________
在电话里交谈______________ 打扫楼梯___________________
（二）课内探究
1. 自主学习
（1）点明本课的教学目标
（2）展示导学案，学生讨论。

让学生听录音，学习录音中的语音语调。

用自己的话
说一说图片中究竟发生了什么。

（3）个人学习
学生在学习新单词后，自主学习新课文。

遇到不懂得地方可在小组内交流解决。

记录好重点、难点。

2. 合作探究
（1）小组内解决刚才自己找到的不懂的地方。

（2）小组讨论Activity 1的图片，在小组内描述图片中的内容，让小组记录员做好交流学习的笔记，比一比谁描述的更精彩。

（3）分小组轮流汇报交流结果，教师板书
The girl is crying
The apples are falling down.
The eggs are falling down, too.
The cola is falling, too.
The girl is sitting on the floor.
(4)小组内交流Who can help the girl？
听录音，连线。

听两遍，请部分学生重复录音内容，全班共同连线检查。

然后分小组讨论，用自己的话以第三人称单数的形式描述一下这些人会帮助小女孩吗？如果会，他们是如何帮助小女孩的。

为降低难度，教师可以将人称写出，引导学生完成后面部分，如：
The woman ________help the girl. She ______ __________ ———————————————————
The man _______ help the girl. He __________ __________ ___________ ___________ __________
The boy ________ help the girl. He ________ ___________ __________ _____________ The girl _________ help the girl. She _________ ____________
——————
(三).精讲点拨
（1）Who can help ______?。

这里如果是代词用宾格。

（2）现在进行时句子的结构：主语+be+动词的ing。

（3）一般将来时句子的结构：主语+will+动词原形。

（4）谈论能不能干某事: can/can‟t+动词原形。

四、课堂检测
（一）单项选择
1. The woman is talking ______ the phone.
A. to
B. on
C. at
2. The apples are falling _______ the stairs.
A. down
B. to
C. at
3. The man will pick _______ the apples.
A. up
B. to
C. /
4. The girl will ______ the floor
A. clean
B. cleaning
C. cleaned
5.Mum is ________ in the kitchen.
A. cooks
B. cooking
C. cook
（二）连词成句
1.-What is he doing ?
He __________(clean)the blackboard
2.-What is the boy doing ?
He ____________(carry) a bag.
3. What are they doing?
They ____________________
4.What are the boys doing?
They ______________________
五、课后作业
写一写你会帮助别人干什么，至少三句。

例句：I can help my mum. I will clean the floor.
六、板书设计
Unit2 The apples are falling down the stairs.
The girl is crying →I can help her. I will give her some paper.
The apples are falling down. → I can help her. I will pick up the apples.
The eggs are falling dow n, too. →I can help her. I will …
The cola is falling, too.
The girl is sitting on the floor. → I can help her.I will pull her up.
Module 5
Unit 1 Daming is having a birthday party .
一、教学内容
《英语》（新标准）（三年级起点）第八册第五模块,第一单元
Daming is having a birthday party .
二、教学目标及要求
1、认知目标：
（1）.让学生能听、说、认、读trumpet ,ring ,doorbell,loudly四个单词。

（2）.使学生掌握Daming is having a birthday party
和Daming is playing the trumpet ,but the phone is ringing 句型。

2、能力目标
（1）、培养学生的听、说能力以及能用所学的语言描述图片。

（2）、通过视、听让学生充分理解课文内容并把所学的语言运用到现实生活中。

3、情感目标
鼓励学生用所学的语言去描述生活中的场景。

通过多种形式的活动激发学生学习英
语的兴趣。

三、教学重点
本课所出现的新单词和句型Daming is having a birthday party .
及Daming is playing the trumpet ,but the phone is ringing .
四、教学难点
能够用所学的词汇和句型交流。

五、教学步骤
Step 1.Warming up
1.Greetings
T: Hello ,boys and girls .Nice to meet you !
Ss: Hello,teacher,Nice to meet you !
2.T: Let‟s say a chant .say and do actions .
Play ,play .I‟m playing .Run ,run .He‟s running
Eat ,eat . She‟s eating . Sing,sing .They are singing
Have ,have .We‟re having .
T: You‟ve done a good job.
Step 2.Presentation.
Ss look and listen .
T: What are they doing ?
Ss: They are having a birthday party .
T: Yes ,today is Cubby …s birthday ,He‟s hav ing a birthday party .
( Suddenly ,teacher‟s phone is ringing ,)
T: We‟re having a class ,but my phone is ringing .
It‟s Daming .today is Daming‟s birthday ,He is having a birthday party too.
Do you want to go to Daming‟s birthday party ?
T: What‟s Daming doing ?
Ss: Daming is playing the trumpet .
T:What‟s happening ?
The phone is ringing .
T: Daming is playing the trumpet ,but the phone is ringing .
4. Play the tape again ,Ss listen and underline the important sentences .
5. Read after the tape .
Step 4. Practice
T: Daming is having a birthday party now .
Let‟s sing a song for Daming .
Sing “Happy birthday “song
T: I will give Daming a present .Look birthday cake .
2. Make sentences
T: Look at the blackboard who can eat cake first ?
Congratulations
3. Play a game Do and say
e.g Lingling is speaking English ,but Fangfang is playing .
4. Pair work Fill in the blanks
Step 5 Summary Say a chant
Step 6.Homework
1. Read the text three times .
2. Copy some important sentence s .
3.Do exercise 1and 2
Unit2
He`s riding his bike,but it`s startint to rain.
教学目标：
1. The students can finish the exercises with the help of the teacher.
2. Get the Ss to master the Present Continuous Tense..
Teaching preparation：a tape-recorder / pictures
教学重、难点：
Ss can finish the exercises in Activity Book.
Ss can grasp the words and sentences.
教具准备: tape recorder, pictures.
教学过程：
Step1.Warming-up
1. Greetings.
2. Play a game. 老师做打篮球的样子，问：“What am I doing?”引导学生回答：“You are playing basketball.”Let students do the actions and say the similar sentences with“swim/play football/play table tennis”
Step2.Revision.
Let several students describe the pictures they have just learned last lesson.
（设计意图：该活动的设计主要是为了复习巩固上一模块中学生对图片的描述能力，在给学生提供一个展示自我或表演天分的平台，这种形式学生比较喜欢，也愿意开口、动脑，是激励学生的好办法。

最后一步播放原音是为了让学生轻松一下，无其他目的。

）
Step3. Presentation.
1. I show some pictures of “ sleeping/swimming/watching TV” and ask “ What am I doing? ” The students say “ You are…… ”
2. Let the students draw some pictures and practise in pairs using “What am I doing? You are…… ”.
3. T:Have you dream before?
T:Would you like to see a dream?
(1).Play the tape for students ,let them listen carefully.
(2).Play the tape again,let them listen and follow it,let them pay attention to the pronoucationa and tone.
(3).The teacher can explain the difficulty for students.
(4).The teacher can play the tape for students ,and let them read after it .
(5).The teacher should encourage them act and read the poem.
（设计意图：该活动的设计最大限度地融入了之前所学的描述图片{正在进行时态}，表达自己是否愿意帮助别人和怎样对别人提供帮助方面的教学知识点综合运用，设计的目的就是为了把知识最大限度的综合到一起，设置成一个情景，让学生学会综合运用英语知识到日常生活中是学习英语最后期望达到的目标，要实现这个目标，就需要教师不断的努力）
Step4.Do some exercises.
Use the present continuous tense to make some sentences.
1) Daming /have/birthday party
2)Daming /play/trumpet/phone/ring
3)Daming/play/trumpet/doorbell/ring
4)Daming/play/trumpet/dog/sing
该活动的设计旨在提高学生学习英语的兴趣，培养学生收集处理英语信息的能力和拓展学生的英语知识面，同时它还起到了监督学生完成（设计意图：作业情况的作用。

教师注意对学生的要求一定要严格，树立在学生面前的威信，通过坚持不懈的监督达到让学生每次在课后都能主动学习英语的目的。

）
Step5.Homework.
Let students write a composition,they can use the sentence structure" I am...but..."
Write On the blackbord:
1 He‟s eating dinner ,but the photo is ringing.
2 He‟s starting to cross,but a car is coming.
Module 6
Unie 1 I bought you this book.
一．教学准备与分析（第一课时）
1、Teaching material:
Students Book：Module6Unit 1Activity1, 2, 3
2、Teaching aim and demand
a. Using Ability task :Using simple past tense:
b. Moral task: Students know that how to express giving and taking presents.
A．Basic Demands:
V ocabulary：baseball team interesting give--- gave buy----bought Sentences: I bought you this book.
Who gave it to you?
Simon‟s family gave it to me.
B．Revision: simple past tense and the using way of “can…”
3、Key words：bought gave
4、Teaching difficulties:
The using way of “buy sb sth” and “buy sth for sb”.
5、Teaching aids
Tape recorder, photos, word cards, ppt.
二、课堂教学程序
1、Warm up
⑴Greetings: T—Ss Ss—Ss
(2)Chant: “My dream”
T: Did you have a dream yesterday?
Ss: Yes/No.
T: Yesterday, I had a dream.
Had---have
(3)Review past tense words.
T: go!
Ss: went!
2、导入（Leading ）
（1）A.1 T: What did you do yesterday?
Ss use past tense words talk about things they did yesterday.
2. Ask students to guess what did teacher do in her dream, students can answer like: “You did…”
One cola two colas
3. T: In my dream, I bought a book, it‟s about sports, can you guess which sport? Lead out “baseball”, ask a student to introduce baseball.
4.T: In my dream, I bought this book and I gave this book to a student in our classroom. Can you guess?
Help students use the structure：You gave sth to sb.
5. T: Yes, I gave this book to …, because tomorrow will be his
birthday. Let‟s sing “Happy birthday” for him.
Ss sing the song together.
B. Lead in
T: In our book, Da Ming is back in China, he bought lots of presents for his friends and family, let‟s see, what are they?
3、呈现（Presentation）
(1)S open their books
(2) Teacher gives the questions:
a. Where is Daming?
b. What did Daming buy for his mother?
c. What d id Simon‟s family give for Daming?
d. Wht did Daming buy for his friends?。