冀教版小学六年级Unit1教学设计

冀教版小学英语六年级上册Unit1教学设计邯郸市邯山区胜利街小学英语教研组
Lesson 1 At the Airport
教学目标
1. 学生能听懂、会说、认读和书写单词：home, time, clock
2. 能运用句型“What time is it? It’s_____.”来表达时间，如: seven o’clock, half past four, four forty-five
教学重难点
教学重点：学生对单词clock和airport的熟练掌握以及对关于时间句型What time is it? It’s ____. 的灵活运用。

教学难点：学生可以灵活运用课文的对话进行有感情的口语交际，并且运用到真实的生活中。

教学准备：多媒体课件，PPT
教学过程
1.Greetings
Free talk:
T: Hello! How are you?
S: I’m fine, and you? / Just so so. / I’m not bad…
T: Summer holiday is coming. What do you want to do?
S：I want to go on a trip…
T: But on September 1, what will you do?
S: I will go back to school.
T: Do you know what Li Ming will do on September first?
(Let’s listen)
2．New concept
S: (after listening) He will go to school in Canada.
T: Why does Li Ming go to school in Canada? Do you go to school in Canada?
S: No.
T: So why does Li Ming go to school in Canada?
S: He wants to learn English.
T: Yes, Li Ming wants to go to school to learn English in Canada. Can you guess how Li Ming goes to Canada and what happens?
(Please read part 1 and part 2 silently)
T: Can you find some questions about our text?
分小组（Question Team and Answer Team）
Q: 1. When will Li Ming arrive?
2.When will Li Ming go home?
3.How long will Li Ming be in Canada?
4.How does Li Ming feel after the trip?
5.Where are Danny and Jenny now?(讲airport)
S: They are at the airport.
T: Yes! What’s this? This is an airport(机场图片). Try to read “port”. sport short horn T: What about other questions? Let’s go on.
(学生继续提问并回答)
Last: What time will Li Ming’s plane arrive?
S: At five o’clock.
T: Good. (出示一个表示5点的钟表) What time is it? It’s five o’clock，Yes, we know the time from the clock.
T: What’s this?
S: This is a clock.
T：Clock! ck k (板书)
（chain drills）
T: What time is it?
S: It’s eight o’clock/ ten o’clock / twelve o’clock./ nine o’clock.
T: What time is it now?
S: It’s half past four.
T: half(做手势) past four.（板书）
T: What time do you get up?（示范）
S: At half past six.
T：Yes, we usually get up at half past six.
S1: What time do you go to school?
S2: At half past seven.
S3: What time do you go home?
S4: At half past eleven.( in pairs)
S5: What time do you have supper?
S6: I have supper at six fifteen.
T: At six fifteen? Can you show us with this clock?
(让学生来用手拨表)
T: Good. Look! It is 6:15.
T:（教师用手来拨）What time is it?
S: At four forty-five / five fifteen.
T: (game：What time is it?) 出示多组电子表,让学生来问答。

T: Does Li Ming come out at four forty-five?
S: No.
T: What about five fifteen?
S: No.
T: So at that time, how does Danny feel?
S: 引出学生说出DANNY is bored or worried.
T: Why does Danny feel bored and worried? (Let’s listen and imitate.)
(After listening)
T: Why does Danny feel bored and worried?
S: He always asks the time like “ What time is it?”
T: Good! Can you read picture 1 2 3 with your partner? (鼓励学生带着Jenny 和Danny的感情色彩试读句子)
T: OK. Each of you did a good job. Li Ming’s plane will arrive at five o’clock. Why he didn’t come out until five fifteen? Do you know? Who knows?
S: 学生用英语表达的各种猜测。

T: Well, (出示图片)学生看大屏幕Let’s see what happens.
S: Get off the plane./Pick his luggage./Show his passport to the custom...
T: Oh, Li Ming comes out! How do Danny and Jenny feel?
S: They feel happy.
T: OK. Let’s read p4-p6 together.
T: Does Li Ming have a good trip?
S: Yes, Li Ming has a good trip.
T: How does Li Ming feel after the trip?
S: He feels tired.
T: Good. Let’s see part 3 answer the questions.
(学生做练习，写出答案)
T: Let’s check your answer(学生之间一问一答)
T: Let’s see Part2. What time is it in Beijing?
S: It’s one o’clock in the afternoon in Beijing.
T: Yes. So p.m means “ in the afternoon”and what does a.m. mean?
S: In the morning.
T: Good. What time is it in Ottawa?
S: It’s one o’clock in the morning in Ottawa.
T: OK. From these two clocks we know “At t he same time, different countries have different times, we call it “Jetlag” (学生跟读单词). After class, you can finish next two clocks. OK?
S: OK.
3. Task
T: Yes, this is Jetlag. The world we live is big. Different countries have different times, but we always say the world is too small. We have modern transport, such as high speed train or plane. Many people go on a trip by plane.
If your friends come to visit you by plane, you will meet them at the airport. Can you make up a dialogue at the airport?
4. Group work ---- Dialogue show.
5. Class over.
6.Homework:
Make sentences:What time is it? It’s______
基本功第一课
板书设计
Lesson 1 At the Airport
clock What time is it?
airport It’s half past four.
Lesson 2 Jenny’s House
教学目标：
（1）掌握四会词汇：house，kitchen，study，toilet，floor
（2）能正确运用句型：There be句型对房子进行简单描述。

教学重难点
重点：能运用There be句型进行简单的描述。

难点：综合运用语言来介绍自己的房子。

教学过程
1）Warm up
Free talk. (S: Where do you live? T: I live in an apartment. I think many Chinese people live in an apartment, but also many people live in houses. Now let’s watch some beautiful houses.
2）New Concepts
T: Look at this house. It’s a lovely house. Can you guess whose house it is?
S: It’s Jenny’s house.
T: Bingo. Write house on the blackboard, teach the pronunciation of “au” . Show the houses I made it
S: This is a house.
T: Let’s go to Jenny’s house. First, listen and answer the questions:
Q1: How many bedrooms are there in Jenny’s house?
Q2: How many floors (楼层) are there in Jenny’s house?
S: There are four bedrooms in Jenny’s house.
S2: There are two.
T: Yes, two floors. (Teach floor using the card and ppt. Show the first floor and the second floor) How many floors of this office building?
S: There are four floors. We are on the second floor.
This time listen and imitate, then answer the questions:
Q1: How many rooms are there on the first floor? What are they?
Q2: How many rooms are there on the second floor? What are they?
T: Jenny’s house is big. There are eight rooms. Let’s go inside and have a look.
T: Which room do you want to go?
S: I want to go to room 1. (maybe, anyone they choose is OK)
T: What’s this?
S: It’s a bed.
T: What room is it?
S: It’s a bedroom. (write bedroom on the blackboard)
T: Do you have a bedroom?
S: Yes, I do.
T: What’s in your bedroom?
S: There is a bed/a lamp a closet in my bedroom. Xx, what’s in your be droom?
S2: There is a mirror and some flowers in my bedroom.
T: A beautiful bedroom. Let’s go on. Which room do you want to go?
S: I want to go to room 2. (maybe)
T: (ppt) A living room. This is a living room. What can you do in the living room?
S: I can watch TV in the living room.
T: Which program do you like best?
S: Cartoons.\ Films...
T: What’s your favo urite cartoon character?
S: …
T: What else can you do in the living room?
S: I can sit on the sofa\ read the newspaper\ play checkers with my father\ talk with my friends on the phone…
T: There is another name of living room. We call it sitting room. They are the same. T: Let’s go on. Which room do you want to go?
S: I want to go to room 3.(maybe)
T: (ppt) bathroom. The weather is so hot. I need to take a bath in the…
S: Bathroom.
（拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）
T: Do you like to take a bath or take a shower? What else do we need in the bathroom? We need it everyday, so it is a toilet (pay more attention about the pronunciation ) Practice toilet one by one.
T: Guess, which room is it? Your mother always cooks there.
S: It is kitchen. (write ki and chen on the blackboard then write t, tell students t is silent )
T: Who cooks in the kitchen?
S: My mother or my father.
T: What’s in the kitchen?
S: There is a pot/frying pan/flour/eggs/milk/butter…
T: Look, what is it? There are many books in it.(show ppt 用猜图片的方式，遮住一部分，让学生猜study)
T: Right. It is the study.
Chant: (齐说)Study, study, what’ s in the study?
（一个人说）Books, books, there are many books in the study.
(齐说)Study, study, what’ s in the study?
（一个人说）Bookcase, bookcase, there is a bookcase in the study. …
T: Look at the blackboard , can you say something about Jenny’s house?
S: This is Jenny’s house, there is a …
T: Show me your paper part 2 Look and write. You can write more sentences.
3）Task
T: We visited Jenny’s house just now. Can you show us your hou se or your apartment? Talk in pairs and then show us. First I will show you my home. Look!
S1: Here’s my house \apartment, come in, please! I’ll show you the rooms in my house\apartment. (Welcome to my apartment!) This is the... It’s big /small/ beautiful. There is ... in it. It is … (colour). I ... in the ...
4）Homework
小作文：My House
（六）板书设计
Jenny ’s house There are There is on the second floor.
on the first floor.
Lesson 3 Making Breakfast
一、教学目标
1. 复习食物类单词，并能使用What would you like for breakfast? I’d like ______.来谈论自己想吃的早餐，进行口语交际。

2. 能通过短文阅读了解中西方食物的差异，并进行简单的总结复述。

二、教学重点
1．学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put.
2．掌握新句子（会听、会说）：What would you like for breakfast? I’d like...
三、教学难点：中西文化对比的文章理解。

四、教具学具：课件，食物类单词卡片，早餐制作食材。

五、教学过程：
1. 创设情境激发兴趣
Good morning.How are you?
Here’s a video for you.
Which meal do they have?
Let’s spell breakfast.
Today we’re going to learn Lesson 3 Making Breakfast.
Who always make breakfast in your family?
Yes, your parents love you very much. Now you’re big kids, you can help them. Today let’s learn to make breakfast for parents.
2以旧代新初步感知
What food do you remember for breakfast?
T: I’ve got some food in my bag. (边拿边说)
Wow, delicious food. I’d like some bread. (边说边拿)
What would you like for breakfast?
Sandwiches are western food. Here you are.
Please ask your friend, please.
Pair work, please.
What would Li Ming and Jenny like for breakfast?
What would Li Ming like for breakfast?
What would Jenny like for breakfast?
3. 课文学习随文理解
Mrs. Smith is making breakfast for them.
Let’s listen and follow.
What’s this?
Look, here’s some juice.
The juice is in the fridge.
This is J enny’s fridge.
What’s in your fridge?
Wow, you made a fridge. Wonderful.
I like your fridge. And I love the food. Can I have some food?
I’d like some bread and milk, please.
Put them on my dishes, please. Thank you.
Look, this is a dish. These are dishes.
Jenny and Li Ming put some dishes on the table.
Go on listening.
I’m Mrs. Smith. Who wants to be Li Ming / Jenny?
Let’s read.
4拓展场景初步运用
T: Next day is coming. I’m Mrs. Smith. (穿围裙)
Mrs. Smith: It’s half past seven. Time for breakfast. Jenny, Li Ming, what would you like for breakfast?
Mrs. Smith: For me?
Mrs. Smith: I’d like a sandwich and some juice, please.
6.选择任务分层展示
Mrs. Smith: Very delicious. Thank you. I love you.
Exercise 1: Act the dialogues on P6.
Exercise 2: Make a new dialogue.
7. 延伸拓展文化渗透
These are traditional Chinese food for breakfast.
The Robi n’s family are making the traditional English food for breakfast. Take a look. What food can you see?
English food is western food.
Chinese food and Western food are different. Do you know the differences between them?
Let’s read.
Check answer.
Read it again and complete the thinking map.
Check answer.
Loo k at the mind map. Let’s talk about the differences between Chinese food and Western food.
8. Homework:
1. Listen and read the text on P6
2. Make a breakfast for your family.
Class is over. Goodbye boys and girls.
板书设计
Lesson 3 Making Breakfast
What would you like for breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…
Lesson 4 Making Dinner
一、教学目标
1.能听懂、会说、认读、书写并运用新词汇：dinner, dirty, lunch。

2. 知道tomato，potato的复数形式（-es）并能在语境中运用。

3. 能够听懂，读懂本课对话文本，并能在真实的语境中运用所学对话。

二、教学重点和难点
2.重点：1.能够听、说、读、写并准确运用dinner, dirty, lunch。

2.听懂、读
懂本课语篇，并在情境中加以运用。

3.难点：能够运用help, cook, wash, dry，dirty等词，介绍自己晚饭时间如何
帮家人做家务。

三、教具准备
4.多媒体，冰箱道具，（西红柿、土豆、胡萝卜）实物
三、教学过程
(一）教学步骤
Step 1 Class-opening（3 minutes）
1. Greeting
T: Hello, boys and girls!
S: Hello, Miss Zhao.
T: How are you today?
Ss: I’m fine. / Very well. / I’m happy.
设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。

2. Warming up
Watch a video and say the words fast.
设计思路：利用30秒快速出图调动学生积极性，同时复习食物单词，为下一步的free talk做铺垫。

3. Free talk
·What did you have for breakfast?
设计思路：以早饭为切入点，采用采访的形式互相问候，激励学生自由问答，促使他们在实际生活中运用所学知识。

·What did Jenny have for breakfast?
(First, students try to remember Jenny’s breakfast in Lesson 3. Then teacher shows the picture of Jenny’s breakfast. )
设计思路：话题的设计承上启下，由介绍自己的早饭过渡到回忆Jenny的早饭，以三餐为主线，为学习本课的晚饭做铺垫。

Step 2 New concepts (25 minutes)
1.Read and answer
T: Let’s take a look. (出示詹妮早饭图片)What did Jenny have for breakfast?
Ss: She had some bread and milk.
T: Good. I have another question to ask you. (屏幕出示问题，找学生读问
题)What did Jenny ate for lunch?
(Students read the text fast and find the answer.)
设计思路：依据三餐主线，由早饭自然过渡到午饭，采用寻读策略，培养学生阅读技巧，提升学生阅读能力。

2. Read and answer
T：Class! I have more questions to ask you. (屏幕出示问题)
(1) What time is it?
(2) Who’s cooking?
(3) What’s for dinner?
（Choose students from each team to read the questions.）
（Students read the text and underline the answers.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板书于黑板。

设计思路：针对文本设计具有针对性问题，使学生通过回答问题理解文本。

学生利用默读的方法进行寻读获得答案，掌握读的技能，体现了教师的“授渔”。

小组内互助核对答案，培养学生自主学习的能力。

3. Help Jenny’s mother make dinner
T: Let’s help Jenny’s mother make dinner. She needs some vegetables. Where are the vegetables? ( 屏幕出示问题) Please guess.
S1: They are in the fridge. S2: They are ...
T：Class! Please look! What’s this? (教师出示冰箱道具) W hat’s in the fridge?
(Students try to guess what’s in the fridge.)
(Students look inside the fridge and answer the question.) ( 接着屏幕出示西红柿在冰箱图片，同样方式出示胡萝卜土豆在桌子上图片)
(Students look at the pictures and say.)学生说完以后屏幕出示句子。

（Students read and find the rules about potatoes and tomatoes.）学生试着发现以o结尾的名词复数的规律，在教师的提示下加以总结。

T: Li Ming and Jenny like potatoes and tomatoes. Now dinner’s ready. I think it’s yummy. What do you want to say? What does Li Ming say?(屏幕出示语句并带音频)
设计思路：使用冰箱的道具，让学生猜一猜蔬菜在哪里，冰箱里有什么，为课堂增添生活色彩。

让学生真正体验、参与，发现，总结，从而形成有效学习策略。

4. Listen, read and answer
After dinner... (屏幕出示问题)
(1) Who washes the dirty dishes?
(2) What does Li Ming do?
（Choose students from each team to read the questions.）读完第一个问题屏幕出示脏盘子图片。

（Students listen, read and answer the questions.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板书于黑板。

设计思路：利用听读找答案的形式，理解文本第二部分，锻炼学生的听读能力。

同时问题的设计对学生进行了爱劳动做家务的情感渗透。

小组内互助核对答案，充分体现学生主体性，培养学生自主学习的能力。

Practice
1. Make a survey
T: Now Let’s talk about Jenny.(屏幕出示相关表格)
T: Do you want to know about me?
T: Now choose one of your friends to make a survey.
(Students try to make the survey.)
(Share in class.)
设计思路：巩固文本后跳出文本，通过体验、实践、参与、探究和合作等方式，在真实的生活情境中沟通交流问候，考查学生的综合运用能力。

2. Do the exercise of part 3
T: Now Let’s talk about the Smith.(屏幕出示part 3 Match and write) Picture 5 Mrs. Smith is in the kitchen. She is going to ______ dinner. Next one is picture 4. OK！Please do it.
·Students do the exercise by themselves.
·Check the exercise in group.
·Check the exercise in class.
设计思路：检验学生学习效果。

通过小组内互助核对答案，充分体现学生主体性，培养学生自主学习的能力。

同时也能使老师退出课堂，扮演“观察者”，从而更好的激励学生。

Step3 Activity (6minutes)
Group work
Topic: Time for dinner. What do you do for dinner?
·Talk in the group and then write it down.
·Share the topic in class.
设计思路：围绕本课主线（Making Dinner）进行，根据所给出的情境进行书写训练，使学生在英语学习过程中发展综合语言运用能力。

在小组活动中，加强学生积极配合和合作的意识。

学生在这个过程中经历“语言输入—语言理解—语言输出”三个环节的训练，使学会如何学习,同时使学生在活动中养成爱劳动做家务
的好习惯。

Step4 Class Closing (1minutes)
1. Summary (依据板书进行巩固复述)
设计思路：巩固扎实，总结本课所学。

2．Homework
·Listen and read Lesson 4.
·Finish your writing.
设计思路：设计听读作业使学生巩固所学内容，提高听读的能力。

写作的布置是课堂的延伸，锻炼学生写作的能力，帮助不同程度的学生在自己原有程度上有所
提高和进步，尽量得到最多的收获。

板书设计
Lesson 4 Making Dinner
T1 T2
Time for dinner.
cook meat and vegetables.
help potatoes tomatoes carrots
wash the dirty dishes.
dry the dishes.
Lesson 5 In the Living Room
教学目标
1.能听懂、会说、认读、会写新词汇：me, you, her, him, us, them，并在情境中对其加以运用。

2.能在情境中理解并应用宾格代词，并理解这一语法现象的表意功能。

3.能就正在发生的事情进行简单的交流和描述。

教学重点和难点
重点：人称代词的宾格形式
难点：对人称代词的宾格形式的理解应用。

使学生能够熟练运用功能句，结合联系实际生活综合运用语言进行交流。

教具准备
多媒体，图片
教学过程
1.Class-opening and review
1）Greeting
2.）Free talk
What’s the date today?
What day is today?
How’s the weather today?
3.）icture- reading
2. New concepts
Listen and write T or F
Listen and repeat the sentences.
Read and find the answer.
Read and underline the words.
3.Practice
Game: Draw a lot.
Play the game:
A: Draw a lot, do the action and say ’Look at me! I’m …ing.
Others: Look at him/her. He/ She is …ing.
Chant
Read and fill in the blanks.
Choose a picture and write.
Write about the picture
4. Class-Closing
Summary and homework.
基本功训练和小作文my living room
板书设计
Lesson 5 In the Living Room
Jenny is sitting in a chair.
Danny is sitting beside her.
Lesson 6 Baby Becky at Home
教学目标
（1）能在老师帮助下听懂并读懂故事。

（2）能声情并茂地朗读故事并在老师帮助下复述表演故事。

教学重难点
教学重点
能在老师帮助下听懂并读懂故事。

教学难点
能声情并茂地朗读故事并在老师帮助下复述表演故事。

教学步骤
Step I Pre-reading
1. Leading-in.
(播放一段婴儿的声音)
T：What is it?
Ss：It’s a baby.
T：How do you feel about a baby？
Ss：I like/ don’t like babies.
I think they are lovely/noisy.
T：What does a baby like to do？
Ss: They like to cry/sleep/eat...
[设计思路：用听声音猜人物的方式激发学生的学生兴趣，促使学生进行开放式的讨论，所讨论的问题也为下文做铺垫。

]
Step II While-reading
1. Leading-in
T: Look! Here is a baby. She is a girl. Her name is Becky. So you can call her Baby Becky. Listen!
(边摆弄手偶边播放Baby Becky的自我介绍。

)
T：Just now, we said babies like to… Do you know what Baby Becky likes to do?
Ss: …
T: Let me tell you. She likes to “help” her mother.
Look! This is Baby Becky’s home. What can you see?
Ss: Kitchen, bedroom, living room, bathroom…
T: OK, let’s see how she “helps” her mother at home.
[设计思路：用手偶配音的形式让故事角色活灵活现地在学生面前介绍自己，使人物更生动。

抛出悬念激起学生的好奇心。

]
2. Introduce
(1) (课件展示Baby Becky在厨房)
T：Where is Baby Becky？
Ss：In the kitchen.
T: If you are in the kitchen，what do you do to help your mother? (学生根据自己
的情况预测故事情节)
Ss: …
T: Let’s look what Baby Becky do in the kitchen. Please listen and tick.
Ss：In the kitchen, Baby Becky dries the dishes, makes a house with the dishes, opens the fridge and cooks eggs.
T：If you were her mother，what would you say?
S：…
T: Please read and underline what her mother says. You have 10 seconds.
Can you say the words?
Ss: …
T: This is a kind mother. /You are a strict mother. …
What does Baby Becky say?
Ss: Mine.
[设计思路：此部分为故事发生的第一个场景——厨房，先让学生谈论自己实际生活并预测故事情节，然后进行听音打勾的练习，让学生清楚地总结出Baby Becky在厨房所做的事情。

之后运用寻读策略让学生找出mother说的话，并通过回答问题的形式体会mother说这些话时的感情。

]
(2) (课件显示Baby Becky在卫生间)
T：Look! Baby Becky goes to the ________.
S：Bathroom.
T：Can you guess what Baby Becky does in the bathroom?
Ss: …
T: Let’s watch the video and answer.
(播放视频)
T: Please think about the question and talk with your partner.
Now can you tell me what Baby Becky does in the bathroom?
Ss：She puts the toy in the toilet and takes a shower.
T：So, what is the bathroom like?
Ss：There’s water everywhere.
[设计思路：此部分为故事发生的第二个场景——卫生间，先让学生带着问题观看视频，思考并讨论后回答问题，掌握此段故事大意。

]
(3) (课件显示Baby Becky在客厅，然后切换到课文图7，遮挡mother表情) T：What can you know from this picture?
Ss: Baby Becky is wet. Maybe Mother is tired.
T：What time is it?
Ss：It’s six o’clock. Time to make dinner.
T：So, where do they go? What do they say?
Ss：…
T: What’s the meaning of “mine” and “yours”?
Ss: …
[设计思路：此部分为故事发生的第三个场景——客厅和厨房，让学生观察图片，描述图片，根据之前故事的发展体会mother的心情，并预测故事结局。

生词mine和yours由学生自主学习了解含义。

]
Step III Post-reading
1. Retell the story
T: Where do Baby Becky and her mother go in the story?
Ss: They go to the kitchen, the bathroom and the living room.
T: Can you put the pictures in the right places?
(两名学生上台摆放图片，如下：)
T: Please talk about the pictures. Such as: Look! Baby Becky is drying the dishes in the kitchen. It’s very funny.
[设计思路：让学生整理板书，对故事情节进行梳理后按示例复述课文。

] 2. Imitate and practice
逐句跟读录音并模仿人物的语气并展示
[设计思路：模仿朗读训练能让学生充分体会故事人物的情感，同时也为后面的表演做铺垫。

]
3. Role play
(1) Act out in groups of three.
(2) Show time.
[设计思路：表演环节各小组表演不同的故事情节，先组内排练，再上台展示，提升对语言知识的掌握程度和运用能力。

]
4. Discuss the story
a. Does Baby Becky help her mother?
b. Do you help your mother?
c. What have you learned from this story?
[设计思路：通过讨论故事人物和自己的实际生活培养学生帮父母做家务的劳动意识。

]
Step IV Class Closing
Homework:
1. Read the story with emotion. (必做)
2. Tell the story to your parents IN ENGLISH. (选做)
[设计思路：本课课后任务是分层作业，在培养学生朗读能力的基础上提升学生对语言的运用能力。

]
板书设计
Baby Becky at Home
No! Don ’t...
Again, Please!
Class-opening
Greetings: 师生问候
教学目标：
1.学生要完成八项练习来证明他们的听、说、读、写各项技能。

学生要对自己在本单元所取得的进步进行自我评价。

教学准备：教学课件
教学过程：
Think and answer: What’s in the house? What can you do in the house?
Kitchen: say something about the kitchen and do a match to practice the time.
(用学过的句型进行对话、问候，增进师生感情，集中学生注意力。

)
Lead-in
Let’s do a chant together.
(一个有节奏的包含了本单元所有重点的chant可以让学生在愉快的氛围下复习所学重点。

)
Step 1
Read the words and phrases the teacher shows.
(通过思考并回答这两个问题复习本单元的重点词和词组。

)
Step 2
Do the listening in the book. Listen to the tape and tick or cross. Then listen, match and write. At last, listen and circle.
Listen and know what the other people doing in the house.
After finish the listening, change the paper with the partner, give stars to each other.
Step 3
Play a game. Choose one of the rooms in the house. And finish the task in the room.
A lucky room is in it.
Study: say something in the study. Rend and fill in the blanks with him, her, them, me, you.
Then, do the exercise in the book. Give star s after it’s done by yourselves.
Living room: say something about it. What are they doing in the living room? Then write down on the paper. Share writings to each other.
Then give stars about writing.
Class closing
Give stars to all of the students, and f inish the “How am I doing” in the book at home. Homework:
1. Do the exercise in your book. P15 No.4, P16 No.5, P17 No.7,8
做书上15页4题。

16页5题。

17页7,8题。

2. Write about your house. You can imitate P17.
仿写17页的文章，写一篇介绍自己家的作文。

板书设计
Again, Please!。