Unit3 read and write教案

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PEP小学英语六年级上册第三单元readandwrite教案

六年级上册Unit 3 My weekend plan Read and write教学设计【教学内容】六年级上册Unit 3 My Weekend Plan Part B Read and Write. 【教材简析】 Read and Write 分为读、写、语音三部分：第一部分要求学生阅读图片和文段并补全吴一凡和家人的活动安排表；第二部分为有意义的句子书写活动，要求书面补全句子之后并能口头表达出来；第三部分为语音练习，要求学生根据例词，选取阅读文段中有重音的单词并能朗读出来。

【教学目标】1.学生能够通过讨论哪些节日会有家庭聚会来激活相关背景知识和储备词汇。

2.能够通过阅读问题训练在语篇中捕捉不同类型的信息和思考的能力。

能够从阅读中获取有用的句型，并口头描述自己家庭成员在中秋节的活动，最终写出一篇相关日记。

能够根据例词提示在文段中找到更多双音节单词或多音节单词，知道重音位置并能正确朗读出来。

3.了解中秋节的传统习俗，知道藏头诗的特点。

能够树立在活动前做好合理计划的意识。

【教学重难点】重点：能够通读文段，获取主旨大意和细节信息。

难点:能够运用本单元核心句型写出自己的节日安排。

【教学过程】一、warm -up.Good morning boys and girls, I’m Miss Jiang . I’m your new teacher today ,I’m happy to learn English with you . Let’s begain our class. In this unit,We studied the plan .Do you remember these students’plan ? Let’s think about them. Look ,say together , Mike is going to (see a film )tomorrow . Sarah is going to (draw some pictures ) in her art lesson in Renmin Park tomorrow . John and Jack are going to (see a film ) about (space travel )next Tuesday .After the film ,they are going to the (bookstore). John is going to buy a new (comic book ).【设计意图】遵循大单元意识,统筹复习本单元重点单词、词组和核心句型，为下文的学习做铺垫。

Unit3 My weekend plan Read and write(说课稿)人教PEP版英语六

Unit3 My weekend plan Read and write一、教材分析本文档是针对人教PEP版英语六年级上册第三单元读写部分的说课稿。

该单元主要以My weekend plan为话题，围绕着语音、词汇、语法和语言交际这四个方面进行教学。

在本文档中，我将分别对这四个方面进行详细的分析和说明。

二、教学目标1.能正确朗读本单元出现的所有单词，并理解这些单词在句子中的含义。

2.能正确运用本单元出现的语法结构，如一般现在时等。

3.能听懂、理解并正确运用本单元出现的语言交际用语，如“How about you?”等。

4.能够根据本单元所学内容，写出自己的周末计划。

三、教学重点1.语音：本单元介绍了元音字母组合的发音，如ea、ai、ou等。

2.词汇：本单元的词汇涵盖了与周末有关的各种活动，如play、swim、speak 等。

3.语法：本单元以一般现在时为主，介绍了do和does的用法。

4.语言交际：本单元介绍了如何询问和回答关于周末计划的问题。

四、教学过程A. 导入环节通过展示一幅周末活动的图片，引导学生思考他们周末通常喜欢做什么，让学生用英语口头表达。

B. 学习环节1.语音学习。

通过让学生朗读元音字母组合的单词和句子，加深对元音发音的认识和掌握。

2.词汇学习。

通过展示周末活动的图片，让学生看图说话，并教授与周末活动相关的单词。

3.语法学习。

通过对一般现在时的介绍、do和does的用法的讲解，让学生掌握和理解现在时的基本用法。

4.语言交际学习。

通过介绍如何询问和回答关于周末计划的问题，让学生掌握一些简单的用语和表达方式。

C. 拓展环节让学生进行口语交流，让他们使用所学内容，互相询问和回答关于周末计划的问题。

在口语交流过程中，让学生掌握如何用简单的英语表达自己的观点和想法。

D. 复习环节让学生在课后复习本单元所学内容，参考书本给出的练习题进行巩固练习。

五、教学反思本文档对人教PEP版英语六年级上册第三单元读写部分进行了详细的分析和说明。

五年级英语教案unit3 read and write

eat. But he can cook.
2.教授note,并让学生猜测词意。
3.Read and answer.
(1)Who are they for?
(2)Who are they from?
Step3:Practice
1.Read and : What will Robin cook?
2.Free talk:
二次备课（个人）
What would you like to eat/drink?
I’d like..
3.My favourite food is______.
Step2:Presentation
1. What’s Robin’s favourite food? He can’t
4.If you are Robin, What will you cook?
I will cook...
5.Read and tick.What can they both eat?
（1）.Fill in the blanks.引导学生复述文本内容，
（2）My note to Robin. 教师分享自己的便条.
（3）.完成Let’s check and Let’s wrap it up.
板书设计:
板书设计:
Unit 3 What would you like?
B Read and write
教学反思:
教学重难点
能读懂Read and write部分的书信.
能够根据自己喜欢的食物给Robin写一张便条。
教学准备
PPT
教学方法
讲授法
教学具准备
图片
教学课时
1
教学过程
一次备课（集体）

教案Unit3 My Friends -----Read and Write

Unit3 My Friends-----Read and Write教学目标：1、能听说读Read and match中的句子，并能用自己的语言介绍上面的人物。

2、能独立完成Look, choose and write 的内容。

3、能运用所学的词汇、句子简单描述一位熟悉的朋友或同学。

教学重难点：能运用所学词汇、句子描述一位熟悉的朋友或同学。

教学过程：Ⅰ. Warm-up1. Let’s sing : My Friends (课前)2. Let’s doTall , tall , tall . She is tall . Short , short , short . He is short .Thin , thin , thin . She is thin . Strong , strong , strong . He is strong .Quiet , quite , quiet . She is quiet . Friendly, friendly. They are friendly .3. Free talkT: Look at the boy/girl. He/She is ….(tall, short,strong…)What’s his/her name? Who is he/she?Ⅱ. Presentation﹠Practice1. Let’s guess: Who is he?a. T: Look at the boy. Is he tall , short or … ?S: Maybe he is/has ….T: Yes, he is/has … . He is Kenan.b. Describe Kenan.This is Kenan. He is … . He has … .2. Kenan’s friendsT: Kenan has f our friends. Who are they? Let’s go and have a look.Look! Who is he? He is James.(同理引出Kate, Ben, Ann)3. Read and writea. T: They are in the classroom now. Guess：He has short hair. He has a big greenbag. What is his name?S: James.b. Read and writec. Check it.4. Let’s saya. T: Look at Ben/Ann. He/She is ____ and ______. He/She has _______.b. Describe Ben/Annc. Let’s sayChoose Kate, James, Ben or Ann and describe to your classmates.5. Look, choose and writea. T: Yes, Kate is tall and thin. And what about James and Ann? Let’s look, chooseand write.b. Let’s check it6. Let’s writea. Let’s guessT: They are Kenan’s friends. And Kenan has a friend in our class,too. Who? Heis … . He has … . Who is he?S: … .b. Model showT: Today he has a model show with his friends. Look! Who is she?S: She is … .T: Yes. This is … . (学生了解名字的书写格式) She is … . She has … .(同理描述另一位同学，加强难度)c. Let’s writeT: What about your friends. Now you can choose 2 stars or 4 stars and write about one of your friends.d. Say and check itⅢ. Consolidation ﹠Extension1. Friend show2. We are friendsYou and me from one world . We are friends.3. Homeworka. Finish “Look, choose and write” on P29. (完成书本29页的练习)b. Describe your friends to your parents.(跟你的父母描述一下你的朋友)。

PEP(人教版) 小学四年级上册英语 Unit 3 Part B Read and write教案

Ss: It’s big.
（2）课件出示小兔子拔大萝卜的图片。
T: Can the rabbit pull it up?
Ss: No.
（3）播放Story time部分的视频，学生回答问题：
① How many animals help the rabbit?
② Do they pull the radish up?
③ 教师引导学生完成本环节个性化书写活动。教师让学生先自由描述班上的一名学生，再邀请几名学生来分享自己的句子。最后让学生将自己的句子补充在“Look, choose and write”部分的最后两个句子中。
2. Let’s check.
（1）Listen and number.
① 教师让学生观察“Listen and number”部分的四幅图片，与学生一起讨论图片中人物的外形特征，预测听力内容。
T：How do you describe him/her?
Ss：He/She ...
② 教师指着图片中的不同人物，让学生找出每段话的关键词，并选择正确的人物名字填在对应的横线上。
③ 教授生词her及hat。
教师主要让学生能正确区分her与his，hat与hat。
④Language points.
多个形容词修饰一个名词时的正确顺序：
教师播放Let’s sing部分的视频，学生跟唱，并活动身体。
2.Revision.
（1）复习描述人物外貌特征及性格的单词。
T：Howdo youdescribe（描述）a person?
Ss：Tall, short, friendly, quiet...
课件出示相关图片，让学生根据不同类型（高矮、性格、长短发及是否戴眼镜、五官特征、衣着）来描述一个人的特征。

人教PEP版六年级英语上册《Unit3_B_Read_and_write名师说课稿》

人教PEP版六年级英语上册《Unit3_B_Read_and_write名师说课稿》一. 教材分析人教PEP版六年级英语上册《Unit3_B_Read_and_write》是一篇关于动物和它们特点的阅读材料。

本节课的主要内容是通过阅读一篇关于动物园的短文，让学生掌握动物的名称和它们的特征。

教材中包含了丰富的插图和一些关键词汇，为学生提供了良好的学习资源。

此外，本节课还要求学生能够运用所学知识进行简单的写作，从而提高他们的语言表达能力。

二. 学情分析在开展本节课之前，学生已经学习过一些基本的英语语法和词汇，具备一定的阅读理解能力。

然而，由于每个学生的学习基础和兴趣程度不同，他们在掌握动物名称和特点方面可能存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，尽量采用生动有趣的教学手段，激发学生的学习兴趣，使他们能够更好地参与到课堂活动中。

三. 说教学目标1.知识目标：学生能够掌握本节课所学的动物名称和它们的特征，如猴子爱吃香蕉，熊猫喜欢睡觉等。

2.能力目标：学生能够阅读并理解关于动物的短文，提高阅读理解能力。

3.情感目标：培养学生关爱动物，保护环境的意识。

四. 说教学重难点1.重点：学生能够正确拼读和书写本节课所学的动物名称，如monkey,panda等。

2.难点：学生能够理解动物的特点，并运用所学知识进行简单的写作。

五. 说教学方法与手段1.采用情境教学法，通过展示动物园的图片和视频，让学生置身于真实的语境中，提高他们的学习兴趣。

2.利用任务型教学法，引导学生通过完成各种任务，如小组讨论、角色扮演等，巩固所学知识。

3.运用多媒体教学手段，如PPT、动画等，丰富教学形式，提高学生的学习积极性。

六. 说教学过程1.导入：教师通过展示动物园的图片和视频，引导学生谈论自己喜欢的动物，从而引出本节课的主题。

2.呈现：教师展示本节课所学的动物图片，引导学生说出它们的名称，并板书本节课的重点词汇。

3.朗读：学生跟读课文，注意语音语调的准确性。

小学英语四年级下册Unit_3第三课时Read_and_write说课稿

小学英语四年级下册Unit_3第三课时Read_and_write说课稿小学英语四年级下册Unit 3第三课时Read and write说课稿我说课的内容是小学PEP英语四年级下册Unit 3第三课时Read and write .主要从说教材、教法、学法、教学过程、板书设计、说评价五个方面展开。

一：说教材1．教学内容和地位首先谈一谈本课时的教学内容和教学地位，本课时是本单元中的第三课时，是功能型、交际型的综合训练课，是学生在A部分Let’s learn ，Let’s talk掌握了服装词组Red shirt white sweater green skirt 的基础上继续深入学习red、yellow 、green 、blue and white 五个颜色单词及句型Is this your T-shirt ? No, it isn’t的运用和书写。

2．教学目标由于本课时是综合训练课，学生不仅要能听、说、读、写还要会运用。

根据新课程标准的总体目标和具体要求，以及本人对教材的理解，并结合学生的实际情况，我把教学目标设计如下：（一）语言知识目标：1）五个颜色单词red yellow green blue white 的掌握和运用。

2）能对所属衣物进行提问及回答Is this your T-shirt? No , it isn’t .3）能在图文和场景下进行简单的交流和表演。

4）正确在四线三格中书写单词和句子。

（二）、情感态度目标通过本课的学习使学生达到初步运用英语交际的能力，培养学生的合作精神和良好的书写习惯。

3．教学重、难点学生在Let’s learn Let’s talk 部分已掌握了有关的服装词组并能用这些词组完成简单的句子，因此我把本课的教学重、难点设置为1）颜色单词及句型在交际中的运用2）五个单词及句子在四线三格中的正确书写。

4：教学准备教具的合理运用有助于突出重点、突破难点，使教学活动更容易操作，在这一节课中我准备了服装、奖励学生的贴画、进行书写比赛的英语书写纸、小红花、卡片等。

六下Unit3_B_Read_and_write公开课教案

Unit3 B Read and write教材版本义务教育教科书（三年级起点）2022版PEP六年级下册主讲教师教学主内容Unit3 Where did you go? Part B Read and write一、教学目标：1. 知识目标(1) 学生能够听、说、认，读本课时词汇：basket, part, licked, laughed等；能听懂、会说句子Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!(2) 学生能够理解Read and write内容并完成课本练习及教师所给的拓展活动。

2. 技能目标(1) 学生能通过读图、阅读人物对话，讨论故事的开端和进一步发展，激活相关背景知识和储备词汇。

(2) 学生能够在图片的匡助下和教师的指导下读懂文本，找出关键词，并完成相关练习。

(3) 学生能够仿照日记，描述自己糟糕又夸姣的一天。

3. 学习策略通过听音、读图、预测、圈关键词、画关键句等方式，培养学生在语篇中捕捉不同类型信息和思量的英语阅读能力以及小组合作精神。

4. 情感态度积极运用所学语言进行表达和交流，在阅读中体验：凡事有好坏，我们要积极努力使坏事变好事。

二、教学重难点重点：1. 听、说、认、读本课时词汇：basket, part, licked, laughed等。

2. 听懂、会说句子Max sat in a basket on the front of the bike. We dressed up and made a funny play. It was a bad day but also a good day!3. 理解Read and write内容并完成课本练习及教师所给的拓展活动。

难点：仿照日记或者范例，书写自己糟糕又夸姣的一天。

小学PEP英语四年级下册Unit 3第三课时Read and write

小学PEP英语四年级下册Unit 3第三课时Read and write .一、教学目标A.语言知识目标：1）五个颜色单词red yellow green blue white 的掌握和运用。

2）能对所属衣物进行提问及回答Is this your T-shirt? No , it isn’t . 3）能在图文和场景下进行简单的交流和表演。

4）正确在四线三格中书写单词和句子。

B.情感态度目标通过本课的学习使学生达到初步运用英语交际的能力，培养学生的合作精神和良好的书写习惯。

二、教学重、难点1）颜色单词及句型在交际中的运用2）五个单词及句子在四线三格中的正确书写。

三、教学准备T恤衫、卡片、录音机、磁带和课件四、教学过程Step1 warm up1.Free talk2.Let’s sing: colour songStep2 pre-reading1.展示颜色单词T：Great! You sing very well! In this song, can you see any colours? Yes, I can see so many colours! 教学so many colours依次展示：red blue yellow green white并让学生以各种形式拼读，书空，教师板书在黑板上。

2.Is this your T-shirt? No, it’s not.教师拿出一件T-恤衫，问学生Is this your T-shirt?引导学生回答No, it isn’t.反复问几个同学，并让学生书空，教师板书句子。

同时强调还可以用No, it’s not.来回答。

3.Pass me my T-shirt接上一环节，教师说：It’s my T-shirt. Please pass me my T-shirt.并教学Step3 in-reading1.教师说：There are many T-shirt in the tree. Do you want to knowwhose T-shirt? 出示问题，让生带问题听录音。

五年级英语Unit3案例分析Read and write

五年级英语Unit3案例分析Read and write一、教学目标：1.学生能够理解文章大意。

运用正确的语音语调朗读文本。

2.理解邀请函的格式，会写邀请函。

二、教学重难点：能够根据实际情况写一封邀请函。

三、学情分析:五年级的学生已经掌握了英语基本的阅读能力，并已经有了运用英语来表达文本的能力。

根据该年龄段学生的特点，经对游戏、歌曲等教学逐步失去了兴趣，而更青睐于用独特新颖的教学模式来复习新旧知识。

四、教学过程：（一）Pre-reading：创设情境一起参加派对。

【设计意图】让学生对这一话题感兴趣。

（二）While-reading——Fast reading：Let's read the text quickly and try to think about what it is!【设计意图】通过学生快速阅读，选择这一课的正确体裁。

（三）While-reading——Intensive reading：Let's read the invitation carefully and try to get more information.【设计意图】这一环节主要是为了培养学生的自主学习的能力。

通过自己阅读找时间地点等关键信息，培养学生自主学习并解决问题的能力。

（四）Tick or Cross：完成书本的练习，细节的处理。

【设计意图】：这一环节的设计，检查学生是否真的读懂理解文本内容。

（五）Extension ：1. 让学生说说自己在生日的时候会做什么【设计意图】从课本知识迁移到实际生活。

学生也许对Easter的活动有些陌生，但对于自己的生日却非常熟悉，每个学生都有话好说。

完成知识的迁移。

2. 写邀请函让学生写一封邀请函。

【设计意图】：从说到写，完成一次任务的飞越。

锻炼学生写的能力。

五、课后反思：五年级的学生由于自身身心发展的特点，低段教学模式已不再适用，让他们唱歌或者做些小游戏已经无法满足他们的需求。

Unit3 My weekend plan PartB Read and write(教案)-202

Unit3 My weekend plan PartB Read and Write (教案)
教学目标
1.阅读短文，学会提取文本信息
2.学会使用正确的语法和拼写写作
3.能够描述周末的活动计划
教学重、难点
1.阅读短文并提取信息
2.使用正确的语法和拼写写作
教学准备
1.多媒体课件
2.学生练习册
教学过程
Step1 自我介绍
•老师介绍自己，鼓励学生慢慢地介绍自己。

Step2 阅读
•利用多媒体课件放映文本“我的周末计划”并向学生询问他们在周末通常会做什么事情，例如休息、玩游戏、看电视等。

•学生阅读短文并尝试提取故事中的信息，例如：时间，天气，地点，活动等。

•老师强调一下重要信息，使学生更加明确。

Step3 练习
•老师指示学生使用正确的语法和拼写完成自己的周末计划，并使用多媒体课程让每个学生上台阅读所完成的文本。

•老师鼓励每个学生与同学交流，并给每个学生提供反馈，以帮助他们改善和进步。

Step4 课堂总结
•老师请学生回顾今天的学习内容，并询问大家对今天学习的内容有哪些感受和经验。

课堂作业
完成学生练习册上相应的任务，复习今天所学知识，以便下次课时更好地理解和运用本周所学内容。

PEP六年级上册第三单元Read-and-write全英文说课稿

PEP六年级上册第三单元Read-and-write全英文说课稿Unit 3 My weekend planPart B Read and WriteGood morning, my distinguished teachers. Nice to meet you all. It`s my great honor to stand here to share my teaching ideas with you. Today I’m going to talk about PEP,Grade six,Unit 3 My weekend plan,part B Read and Write.My teaching plan is divided into six parts., analysis of teaching material, analysis of students, analysis of teaching aims, key points and difficult points, analysis of teaching method, analysis of teaching procedure and blackboard design.Ⅰ . Teaching MaterialFirstly, let’s focus on the analysis of teaching material. The topic in this unit is my weekend plan. By study of this unit, the Ss know how to express their weekend plan and communicate with others by using the future tense . This unit talks about my weekend plan, which is a topic that students are familiar with, so it is easy to draw their attention to class and make them involved.Ⅱ. StudentsSecondly, it is about the students. Our students are in Grade six. After learning English for six years, they have some basic English background knowledge. They have already known the future tense. It is not difficult for them to understand and use the language to express their daily activities.,They are curious and interested in new things but they can not focus their attention for a long time, so it is important to apply interesting, innovative, and diversified teaching activities tohold their interest and the teacher should employ experiential teaching which will help them to understand and apply the language in this class.In addition, students are active and eager to show themselves, so it’d better create chances for them to communicate with others and present their ideas in front of the class.Ⅲ . Teaching AimsBased on teaching material and the new standard curriculum and syllabus, I set the following teaching aims.1. language knowledgeBy the end of this lesson, students will be able to listen, read and understand thewords: Mid-autumn Festival, together, get together, mooncake , poem , moon.And students will be able to Listen,read and understand the sentences:My family is going to…·My aunt is going to …My grandma will…Robin and I are going to…The students enable to understand and read the diary and know the format of the diary.2. Knowledge skillsIn addition, The students enable to retell the diary and imitate a diary. Especially, it will train students cooperative learning ability.objectsthe students to love each other .[them to cooperate in class3. Know the different holiday customsstrategiesThe students will try to grasp the chance of communication in English and learn to take an active part in the class activities.Ⅳ . Key points&Difficult pointsAmong the teaching aims, the important point is that the students enable to master the new words and sentences and read and understand the diary.The difficult points are to enable students to retell the diary and imitate a diary.$To achieve the teaching objectives, teaching aids: such as multi-media computer system, pictures, blackboard will be used. They can help students understand and use new words and expressions by making the input lively, visible, comprehensible. Ⅴ . Teaching MethodsIn addition, to better achieve the teaching objectives, to stress the important points and break through the difficult points, in this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method”and “Sit uational teaching method ” and so on. So that it can stimulate students’ initiative in learning, and make them fully involved in class and become the real master ofclass.Interest is the best teacher. Inquiry-based learning method can stimulate students interest in learning through problem solving and initiative in learning.Ⅵ . Teaching proceduresNext, let’s focus on the teaching procedures.I will finish the lesson in 5 steps.Step 1. Warm-up and Lead-in[Guessing gameAfter greeting with the Ss, I will begin the lesson by a guessing game . So as to activate students spirit and give them a good mood for the class.Step 2.Pre-reading1. BrainstormingI provides a free talk to review the learned knowledge about the future tense, so that students can get prepared for the new knowledge.2. Listen&answerI design a question before listening to the tape.When is Mid-Autumn Festival。

Unit3MyfriendsPartBReadandwrite(教学设计)人教PEP版英语四年级上册

人教PEP版英语四年级上册Unit 3 My friends Part B Read and write （教学设计）Teaching objectives:能够读懂四组句子并与图中的人物正确匹配。

能够按正确的语音、语调及意群朗读四组句子。

能够综合运用本单元的核心词句。

通过看图，学会从图片信息中推测考查点，做到有意识地去听录音，听后完成排序任务。

Teaching key points:1.能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。

Teaching difficulties2.理解“What is his/ her name?”和“Who is he/ she？”的区别及联系。

Teaching preparationPPT课件、课文录音、视频等。

Teaching procedure：Step 1: Warmup1. Greetings.T: Good morning, boys and girls.Ss:Good morning, Mr/ Miss…T: How are you today?Ss:…2. Revision.(1) Sing and danceReview the words(short/long hair, glasses, old, young..)(2) Sharp eyes.Present the words of this unit on the PPT. Ask students to say the words quickly.Step 2: PresentationRead and write.（1）Prereading.①Play a guessing game—“guess who she/he is”.Show some pictures of characters in this book. Ask studentsto remember his/ her appearance and clothes.Then l etstudent s say the sentence s,other students guess who she/he is.②Guess: Who is my best friend?Ask some students to use a plete paragraph to introduce their good friend’s appearance and clothes. Ask the other students to guess who he / she is. Review and consolidate the key sentences learned in this unit.(2) Whilereading.①Show the picture and four groups of sentences of “Read an d match” on the PPT.Let students observe the picture, underline the key words and phrases and talk about it in class.T: Look at these children, boys and girls. Who are they?Ss: They’re Ben, James, Ann and Kate.Write down the names on the blackboard and read them at the same time.T: Ben, pen—Ben, e/e/. James, name—James, ae/eɪ/. Ann, ant—Ann, a/æ/. Kate, cake—Kate, ae/eɪ/.Ss: … (Read after the teacher.)T: Can you talk something about James?S1: …T: Who can talk about Ben?…②plete the activity of “Re ad and match”.Ask four students to read the four groups of sentences in turn. The other students judge by what they hear.Then check the answers together by letting students ask and answer.Answers：1—James; 2—Ann; 3—Kate; 4—BenS1: He has short hair. He has a big green bag. What is his name?S2: His name is James.S3: She has long hair. She has orange shoes. What is her name?S4: Her name is Ann.Write down the sentence structures “He/She has…” “—What’s his/her name? —His/Her name is…” on the blackboard.S5: She is tall. She is friendly. She has a blue hat. Who is she?S6: She is Kate.S7: He is short and thin. He has glasses. He is near the window. Who is he?S8: He is Ben.Write down the sentence structures “—Who is he/she? —He/She is…” on the blackboard.Lead students to understand the difference between “What is his/her name?” and “Who is he/ she?”T: What is his/ her name? We can only answer the name here. Who is he/she? We can answer the name, the job or the relationship with the speaker here.③Listen and repeat.Ask and answer in pairs. One says the name of the character in the picture. The other quickly retells the character’s descriptive text. Then exchange to plete the exercise.For example:S1: Kate.S2: She is tall. She is friendly. She has a blu e hat.（3）Postreading.①Observe and read.Present the three pictures, the words and the phrases.Ask students to observe the pictures and read the words and the phrases.②Give language support and talk with students.③Remind students to write the words or p hrases correctly.ment on the pletion of students. Correct writing errors in time. Then check the answers together.Answers: 1. tall; thin 2. bag 3. long hairAsk three students to read the sentences in turn.Step 3: Consolidation & Extension①Read and fill in the blanks.②Let students talk and write a few sentences they have learned in this unit to introduce a friend. Next, let some students read the sentences they have written. The other students guess which students they’re describing.ment on the pletion of students. Correct writing errors in time.Step 4: Emotion①Watch a video: What is a friend?②Discuss: How do you get alone well with your friend ?Homework：1. Retell the passage.2. Draw your parents, describe and write them in English.。

小学英语人教PEP新版六年级上册Unit3read and write

What is Wu Yifan’s aunt going to do on Mid-Autumn Festival?
What is Wu Yifan’s grandma going to do on Mid-Autumn Festival?
What are Robin and Wu Yifan going to do on Mid-Autumn Festival?
2.师让学生问自己，Can you ask me ? Ss: What are you going to do on Mid-Autumn Festival? T: I’m going to make mooncakes.引出动词词组 make mooncakes.解释其意，并教读。
3.师指向本班最喜欢古诗的同学，问： What are you going to do on Mid-Autumn Festival? 引导他回答 I’m going to read a poem.引出新词组 read a poem,解释其意并教读。
Step 3:while reading
1. General reading略读:
T：总结In China , we are going to get together and have a big dinner on Mid-Autumn Festival . And I’m going to make mooncakes. What about Wu Yifan and his family ? Turn to page 28. Read Wu Yifan and his family’s Mid-Autumn Festival, let’s read the text quickly andthink it over:

人教PEP版六年级英语上册《Unit3_B_Read_and_write名师教案》

人教PEP版六年级英语上册《Unit3_B_Read_and_write名师教案》一. 教材分析本课为人教PEP版六年级英语上册《Unit3_B_Read_and_write》部分，主要讲述了动物的特点和生活习性。

通过本课的学习，学生能够掌握有关动物的词汇，如panda, tiger, elephant, giraffe等，以及描述动物特点的句型What does it look like? It looks like… What does it sound like? It sounds like… What does it like to eat? It likes to eat…等。

同时，学生还能通过阅读和写作，提高自己的语言表达能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但是，对于描述动物特点的句型，学生可能还需要进一步的练习和巩固。

此外，学生可能对一些动物的特点和生活习性不太了解，需要在课堂上进行引导和拓展。

三. 教学目标1.知识目标：学生能够掌握有关动物的词汇，如panda, tiger, elephant,giraffe等，以及描述动物特点的句型。

2.能力目标：学生能够用英语描述动物的特点和生活习性，提高自己的语言表达能力。

3.情感目标：学生能够热爱大自然，关心动物，培养保护动物的意识。

四. 教学重难点1.重点：掌握有关动物的词汇和描述动物特点的句型。

2.难点：能够用英语正确描述动物的特点和生活习性。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在完成任务的过程中学习和运用英语。

2.情境教学法：通过创设情境，让学生在真实的语境中学习英语。

3.合作学习法：通过小组合作，让学生互相交流和帮助，提高学习效果。

六. 教学准备1.教材：人教PEP版六年级英语上册《Unit3_B_Read_and_write》2.课件：有关动物的图片和视频3.学具：动物卡片七. 教学过程1.导入（5分钟）利用课件展示各种动物的图片和视频，引导学生谈论动物的特点和生活习性，激发学生的学习兴趣。

六年级英语unit3 read and write 教学设计

4、Homework：
1）Talk about your bad but good day with your friends.
2）Write a short diary about the day.
板书设计
Ｕnit 3 Where did you go?
B Read and write
Bad good
ate bad fruit rode a bike took pictures
didn’t feel well bought gifts ate delicious food
stayed in the hotel dressesd up and made a funny play
教学反思：
S:Robin played the part of a dog.(学习part)
He jumped on Robin and licked him.(学习licked)
T:How did they feel? They were happy.
T:How do you know that?(We laughed and laughed)
2）评论性问题：评论Wu Yifan假期上午过得如何。
T: How did they feel in the morning?
Ss:They were happy.
T:Yes.It was good.
4、细读，学习日记第二段。
1）Q1:Why did they stay in the hotel?(How did they feel?They were worried and sad.)
教学重点
理解Read and write内容并完成课本练习及拓展活动。