东辽县第一小学六年级英语下册 Unit 6 Anne wanted to dance第1课时教案 湘

Unit 6 Anne wanted to dance.
Unit 3 Where did you go?
B Read and write
教学目标
1.能听、说、认读basket, part, licked, laughed等单词。

2.理解Read and write的内容并完成后面的练习。

3.能够通过看图讨论预测日记中故事的开端和发展，回忆相关话题的背景知识和话题词汇。

能够在日记中捕捉不同类型的信息。

4.能够根据提示从日记中获取关键信息；能够利用上述信息仿照教材中的日记，并根据所提供的内容补全短文，描述自己一天的生活。

教学重点
1.能听懂、会说本课时教学的重点句子。

2.理解课本中日记的内容。

教学难点
从日记中获取关键信息，理解课文内容。

教学准备
1.单词卡片
2.录音机及录音带或教学光盘
3.多媒体课件
教学过程
Step 1:Warm-up
1.师生相互问候。

2.开展活动复习词组和重点句子。

(1)Which is missing？规则：教师在课件上出示本课单词图片（可以重复出现），教师让学生先认真观察，然后让其中一张图片快速消失，问学生哪一个单词不见了。

最先回答出来的学生所在的小组获胜。

(2)活动：最佳拍档。

规则：教师请两名学生上讲台，一名学生根据教师的纸条表演动作，另一名学生猜：You went fishing.此游戏也可以分小组进行对抗赛，看哪一组在规定时间内猜对的句子最多。

(3)小小配音员。

教师播放课文Let’s talk的动画，学生跟读一遍，然后分角色给动画配音。

3.Free talk.
T:How was your last Sunday?
S:It was fine.
T:Where did you go?
S:I went to …
T:What did you do there?
S:I rode a bike./…
T:What did Wu Yifan and his family do on April 23rd?Where did they go?What happened?
Step 2:Presentation
1.阅读前。

(1)教师要求学生按教材要求与同桌讨论书上问题。

完成后可在全班交流，教师把学生们的想法用简单的句子写在黑板上。

(2)教师让学生根据图片进行分类，哪些是好的事情？哪些是不好的事情？从而引出主题:Life is full of good things and bad things.（解释中文意思）
2.阅读中。

(1)第一次阅读。

教师要求学生尝试快速阅读书中的日记，圈出不明白的地方，捕捉关键信息，给图片排序。

若学生有疑惑，其他学生帮助解惑，教师适时给予帮助。

(2)第二次阅读。

（小组合作）教师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的好事和坏事；教师提醒学生找到后，可在书本上画出来。

学生完成后，师生核对答案。

(3)第三次阅读。

教师设计问题，检查学生对文章细节的理解。

如：What was the date?Where did Max sit?How was the weather?Why did they stay in the hotel in the afternoon?
(4)第四次阅读。

教师播放录音，让学生跟读。

（提醒学生模仿录音中的停顿、语音和语调）
(5)教师在课件上呈现自己经历的一件好事情和一件不好的事情以及自己的对策，并在班上与学生交流。

在此过程中渗透以下观念：事情都有两面，好事坏事不是绝对的，可以相互转换，因此要保持乐观的心态，通过努力把坏事变成好事。

(6)教师鼓励同桌间讲一讲自己同时经历的好事情和坏事情。

并写在书中的横线上。

Step 3：Consolidation and extension
1.领读Read and write中的句子并纠正读音。

2.师生互译日记中的重点单词及句子。

3.学后反思：师生一起总结这节课的内容。

Step 4:Homework
1.听录音，熟读本课日记内容。

2.收集恐龙生活习性的图片和信息，下次上课时和大家分享。

3.完成练习册对应习题。

板书设计
Unit 3 Where did you go?
sit—sat lick—licked laugh—laughed
Max sat in a basket on the front of the bike.
We dressed up and made a funny play.
Robin played the part of a dog.
It was a bad day but also a good day!
教学反思
本课时主要是对日记形式内容的学习，在课堂上多以鼓励性活动为主，在调动学生学习积极性的前提下，进一步了解目标阅读的内容，既加深了对个别单词的理解，也提高了对所学语言知识的掌握。

这样能大大增强同学们的自信心，让他们主动地参与到课堂活动中来，成为学习的小主人。

The third period（第三课时）
Part B Let’s try & Let’s talk
▶教学内容与目标
课时教学内容课时教学目标
Let’s try ·能够读懂题目要求，并能在听前预测听力重点内容·能通过完成听力练习预测后续故事
·能运用基本听力技巧完成主旨题和细节题
Let’s talk ·能够理解对话大意，并能够按照正确的意群及语音、语调朗读对话
·能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的时间与地点
·通过对话学习了解电影院周二通常有半价电影票的生活常识
·能够听、说、认读单词：space, travel, half, price
▶教学重点
1.学生能够理解对话大意，并能够按照正确的意群及语音、语调朗读对话。

2.能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的时间与地点。

▶教学难点
能运用what, where, when引导的特殊疑问句进行真实的交流。

▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2.PPT课件、课文录音、视频、卡片、电影海报、价格标签等。

▶教学过程Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Enjoy a song—Where are you going? (课件出示：本歌曲的视频)
3. Play a game: Watch out for the tiger!
Show the rules of this game. Rules：
（游戏说明：PPT以随机的顺序呈现上节课所学的重点单词和词组：this morning, this afternoon, this evening, tonight, tomorrow, next week, visit my grandparents, see a film, take a trip, go to the supermarket。

在此过程中，一只淘气的老虎会偷偷出现，同学们在看见单词和词组出现的时候大声读出它们，当老虎出现的时候集体用手抱住头部，并大喊: “Ah!”）Teaching purpose
通过歌曲对本课将要学习的新知进行预热。

游戏环节使学生们在一个轻松、愉悦的环境中对上节课所学的词汇进行复习和巩固。

4. Lead-in.
T：You’ve done a good job! Here is a special apple and a special ice cream for you! Do you want to have a look?
Ss: Yes…
Show the pictures of “Let’s try” o n the PPT. (课件出示：教材P26 Let’s try板块的两幅图片) Let students answer who is in the apple and who is in the ice cream.
Step 2: Presentation
1. Listen and answer.
T: John is on his way home. He sees Amy. What are they talking about?
(1) Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict the answers.
(2) Then play the recording of “Let’s try”. (出示课件) Ask students to catch the key information. And ask them to pay
attention to the changes in person and number. Then ask them to answer the two questions.
(3) Students read the dialogue and check the answers with the teacher. (课件出示：教材P26 Let’s try板块的听力材料及答案)
2. Find some information from the poster.
(1) Show a picture of John and Jack. (课件出示:John和Jack的图片)
T: Look. He is John’s cousin Jack. John an d Jack are going to do something interesting. What are they going to do? Please guess!
Ss: They are going to…
Encourage students to say more possible activities.
(2) Let students watch the poster of Travel to Mars. (课件出示:电影《火星之旅》的海报) And ask students to try to find the answer to the question: What are John and Jack going to do?
Check the answer together: They are going to see a film.
Ask another question: What film are they going to see?
Ask students to watch the poster carefully. Lead students to
find the answer: They are going to see a film about space travel. Write down the key phrase “space travel” on the blackboard.
T: Do you know what space travel is?
Ss: …
Play a short video about space travel. (课件出示：一段关于太空
旅行的简短视频)
T: Do you like the film about space travel? Why?
Encourage students to say their own opinions. Then lead
students to read the phrase “space travel” for three times.
The teacher can provide another question: What’s your
favourite film? Let students discuss and answer it. Teaching purpose
通过问题引导学生在听录音之前先预测听力内容，发散学生的思维，加强对学生的听力技巧的训练。

Teaching purpose
通过观察电影海报、回答老师的提问、观看视频、运用实物、创设场景等多种方式，尽量让学生在潜移默化中学习新的词组，而不是生搬硬套地让学生去记忆学习。

(3)T: Try to get more information from this poster. Can you say more information about this film?
Lead students to find the key phrase “half price”.
Use a real half-price price tag to teach what “half price” is.
T: We usually see this kind of price tag in the supermarkets, shoe stores, clothes shops and every kind of big or small malls. Who can tell us what it means?
After students express their explanations, the teacher can act as a sales assistant and sell some things at their half price to students. Students need to speak out the right price.
Then lead students to read the phrase “half price” for three times.
At last, point to the word “Tuesday”.
T: When is the film half price?
Ss: It’s on Tuesday.
T: Clever!
3. Learn the dialogue.
(1)T: We know that the film is half price on Tuesday. So when are you going to see it? Why?
Ss: I’m going to see it on Tuesday. Because it is cheap on that day./…
T: How about John and Jack? When are they going to see the film?
S1: I think they are going to see it on Tuesday, too./S2： I don’t think so…
T: It seems that we have different opinions. John is talking with Amy about what he is going to do with Jack. Let’s watch the cartoon of “Let’s talk” to find the answers to the following questions. You can underline the answers in the dialogue.
Let students watch the video of “Let’s talk” and try to answer the three questions. (课件出示:教材P26 Let’s talk板块的视频) Then check the answers.
Questions：
①Where are they going?（They are going to the cinema.）
②What are they going to do?（They are going to see a film about space travel.）
③When are they going? Why?（Next Tuesday. Because it’s half price then.）
T: John and Jack are going to see the film next Wednesday. Amy suggests them seeing it next Tuesday. The film is half price on Teaching purpose
通过正向解决问题，再反向找出问题的方式，使学生对课本的对话内容有深入的了解，培养学生的逻辑思维能力。

that day. Movie theaters usually charge half price on Tuesday. So what does Amy say?
Ss: Why not go on Tuesday?
T: That’s right! Boys and girls, why not study hard in class? Then we can get more free time to do interesting things.
(2) Show the chart below on the PPT. Let students watch the video of “Let’s talk” again, and fill in the chart. Check the answers and write down the key special question words “where, what, when” on the blackboard. Lead students to read them for several times.
Step 3: Practice
1. Practice the dialogue.
(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in pairs.
2. Retell the dialogue.
Ask several pairs to retell the dialogue by filling in the blanks. (出示课件)
Each pair can get two stickers as a reward.
3. Make your own dialogues.
(1) Show a model on the PPT. Ask students to fill in the blanks according to their own situations and thoughts. (出示课件)
(2) Ask several pairs to show their own dialogues.
Each pair that completes their dialogue can get four stickers. Step 4: Consolidation & Extension
“Interview and report”
1. Complete the mind maps.
Lead students to complete the mind maps according to what they have learned in this lesson.
2. Interview your classmates.
Teaching purpose
由机械训练递进到学生根据自己的情况进行创编对话练习，逐步锻炼学生的学习能力以及对所学知识进行运用的能力。

Teaching purpose
在思维导图的帮助下，能够降低拓展环节的难度。

学生通过采访进行对话练习，灵活运用本课的重点句型，并能适当替换关键词进行拓展，有效
Show the chart in the book. (课件出示:教材P26 下面表格) Let
students ask and answer with each other in pairs and write down
the results in the chart.
3. Show time.
Ask students to work in pairs to show their dialogue according
to the three questions in the chart. Make a model:
A: Where are you going this afternoon? B: I’m going to the
nature park.
A: What are you going to do there? B: I’m going to play
basketball.
A: When are you going? B: I’m going at 4:30 this afternoon.
The best pair can get five stickers. The second pair can get
three stickers. The third pair can get one sticker.
4. Evaluation.
Count the total stickers of each pair. Find the best pair.
Give them two film posters as rewards.
▶板书设计
▶作业设计
1. Practice the dialogue.
2. Interview your family members’ plan s for short future.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1.本课重点是掌握由what、where、when三个特殊疑问词引导的特殊疑问句。

因此本课中注重让学生大量地练习对话，并在接近真实的情景里运用对话。

2.在完成听力活动和学习对话之前，让学生对所学内容进行了预测。

给出问题，让学生带着问题去听听力、阅读对话，使学生的学习目的明确，因而更加能够集中注意力，主动去探究、去学习。

3.学习词组部分，采取了丰富多样的形式，降低了学习词组的枯燥性，增加了课堂的色彩和活力。

4.拓展环节的思维导图，还有重点句型的展示，为学生进行拓展活动降低了难度，也让学生在完成活动的过程中建立了自信。

▶Teaching Contents & Teaching Aims
Let ’s try
·Be able to understand the requirements of the questions and predict the key points before listening.
·Be able to predict the subsequent story by completing the listening exercises.
·Be able to use basic listening skills to complete the topic and the detail questions.
Let’s talk
·Be able to understand the main idea of the dialogue and read the dialogue according to the pronunciation, the intonation and the correct sense group.
·Be able to listen, speak, read, write and use the sentence structures “—Where are/is…
going? —…is going to…”“When are/is…going?” to talk about planned time and place in scenes.
·Through the dialogue, get to know that movie theaters usually offer half price tickets on Tuesdays.
·Be able to listen, speak and read the words “space, travel, half, price”.
▶Teaching Priorities
·Be able to understand the main idea of the dialogue and be able to read the dialogue according to the pronunciation, the intonation and the correct sense group.
·Be able to listen, speak, read, write and use the sentence structures “—Where are/is…
going?…is going to…”“When are/is…going?” to talk about planned time and place in scenes.
▶Teaching Difficulties
·Be able to use the sentence structures “What…?” “Where…?” “When…?” to communicate in real situations.
▶Teaching Procedures
Teaching
Stages
Teacher’ s Activities Students Activities Teaching Purposes
Warm-up
& Revision
& Lead-in 1. Greetings.
2. Enjoy a song—Where are you
going?
3. Play a game: Watch out for
the tiger!
4. Lead-in.
Show the pictures of “Let’s
try”. Lead students to meet
two friends.
1. Greetings.
2. Enjoy the song.
3. Play the game. If
they see a word or a
phrase, read it out. If
they see a tiger, hold
their heads and say
“Ah!”
4. Meet two friends
The song previews the
new knowledge in this
lesson. The game makes
students review the
words and the phrases
they’ve learned in
the last lesson in a
pleasant environment.
（续表）
Module 8 Unit 1 Why do you have cups on your heads?
一、单项选择。

( ) 1. The little girl is very happy. She is ________.
A. shouting
B. smiling
C. crying
( ) 2. My grandpa ______ me a story yesterday.
A. told
B. said
C. talked
( ) 3. The teacher asked_____ to_____ some water for our picnic.
A. we; bring
B. us; bring
C. our; brought
( ) 4. ______ easy to make mistakes_______ Maths.
A. It; with
B. Its; for
C. It’s; with
( ) 5. We_____ to Hainan and took many photos last week.
A. go
B. went
C. goes
二、选词填空。

1. —Where’s my book? —I put it ________(at/on) the chair.
2. The teacher came _____ (into/inside) the classroom and saw some pupils there.
3. Put ________(in/on) the cap. It’s very hot.
4. What’s ________(at/i n) your bag?
5. It’s easy ________(to/of) make friends in our school.
三、情景交际。

( ) 1. 如果你想问“你为什么在笑？”你应该说：
A. What are you doing?
B. Why are you laughing?
( ) 2. 如果你想表达“看！我包里有什么？”你会说：
A. Look! What’s in my bag?
B. Look! Where’s my bag?
( ) 3. 如果你想表达“我犯了个错误。

”你会说：
A. I made a mistake.
B. I often make mistakes.
( ) 4. 如果你想表达“为什么我看不到我的帽子？”你会说：
A. Where’s my cap?
B. Why can’t I see my cap?
( ) 5. 如果你想表达“他们戴上了帽子。

”你会说：
A. They put the caps on.
B. They put the caps in.
四、用所给词的适当形式填空。

1. Where ________ (be) my books?
2. I ________ (plan) to have a party yesterday.
3. He________ (open) the door and went out.
4. “I like playing baseball,” he ________ (say).
5. — Why are you ________ (eat)?
—Because I’m hungry.
参考答案
一、1. B 2.A 3.B 4. C 5. B
二、1. on 2.into 3. on 4.in 5.to
三、1.B 2.A 3.A 4. B 5. A
四、1. are 2. planned 3.opened 4. said 5. eating。