(G6)Unit5电子教案
人教版高中英语选修六：Unit+5+教案+
Unit 5 The power of nature1.教材分析本单元以The power of nature 为话题，旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。
1.1 Warming Up通过对火山爆发示意图的讨论激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听、说、读、写打下基础。
1.2 Pre-reading通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。
1.3 Reading部分一位火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。
1.4 Comprehending设计了两种题型：第一题要求学生在阅读后回答相关问题；第二题检测学生对文章细节的理解。
1.5 Learning about Language 分为词汇和语法两部分。
词汇部分着重从词的意义用法和表达方面对学生学习词汇给予指导；语法部分学习ing 形式在句子中作状语表示时间、原因及结果。
1.6 Using Language以语言实践为目的，包括四个部分的内容。
Listening and speaking 三位火山学家讲述了他们各自最惊险的一次经历。
学生在练习听力的同时学会描述害怕和紧张的词汇。
Speaking 是Listening的延续。
要求学生讲述自己类似的经历，同时在运用中巩固单词。
Reading 介绍了旅游胜地The Lake of Heaven, 培养学生快速获取信息的能力。
Writing 与Reading 属于同一话题，要求根据所给信息写一篇介绍Hot springs的作文。
PEP第六册英语 Unit 5 教案 第六课时
PEP第六册英语 Unit 5 教案第六课时一、教学目标1、知识目标学生能够熟练掌握本单元的重点单词和句型，如：flying, jumping, walking 等动词的现在分词形式，以及句型“What is/are doing?It's/They're”。
学生能够理解并运用现在进行时描述动物或人物正在进行的动作。
2、能力目标能够听懂关于动物或人物动作的描述，并能做出正确的反应。
能够用现在进行时进行口头和书面表达，描述图片或实际场景中的动作。
3、情感目标培养学生观察生活、热爱动物的情感。
增强学生学习英语的兴趣和自信心。
二、教学重难点1、教学重点掌握本单元的重点单词和句型，尤其是动词现在分词的构成和用法。
能够正确运用现在进行时进行交流和表达。
2、教学难点理解现在进行时的构成和意义，并能在实际情境中灵活运用。
区分 be 动词 is 和 are 的使用情况。
三、教学方法1、情景教学法通过创设生动有趣的情景，让学生在实际情境中感受和理解现在进行时的用法。
2、游戏教学法设计各种有趣的游戏，如猜动作、角色扮演等，让学生在轻松愉快的氛围中学习和巩固知识。
3、任务驱动法布置各种任务，如小组讨论、写作练习等，培养学生的自主学习能力和合作精神。
四、教学过程1、热身（Warming up）播放一首欢快的英语歌曲，如“Walking, Walking”，让学生跟着歌曲一起唱并做动作，营造轻松愉快的学习氛围。
展示一些动物的图片，提问学生：“What animals do you see?”引导学生用英语回答，复习之前学过的动物单词。
2、导入（Leadin）呈现一张动物园的图片，问学生：“What can you see in the zoo?”学生可能会回答：“I can see monkeys, tigers, elephants”接着，指着图片中的一只猴子说：“Look! The monkey is climbing What is the monkey doing?”引导学生回答：“The monkey is climbing”从而引出本节课的重点句型“What is doing?”3、呈现（Presentation）展示更多动物正在进行动作的图片，如：a bird flying, a rabbit jumping, a dog walking 等，一边展示一边问：“What is the bird doing? What is the rabbit doing? What is the dog doing?”引导学生用现在进行时回答：“The bird is flying The rabbit is jumping The dog is walking”让学生观察这些句子中动词的形式，总结现在分词的构成规则，如：直接在动词后面加 ing（walk walking）；以不发音的 e 结尾的动词，去掉 e 再加 ing（take taking）；重读闭音节结尾的动词，双写末尾字母再加 ing（run running）。
新课标人教版选修六教案Unit 5 The power of nature
Unit 5The power of naturePeriod 1Warming Up，Pre－reading，Readingand ComprehendingAims:1．To learn about some disasters that are caused by natural forces，how people feel in dangerous situations and the ways in which humans protect themselves from natural disasters.2．To learn how the information is organized.教学过程Step 1Warming up1．Warming up by looking and talkingShow the following pictures to the students and let them know about the power of nature and talk about them.Sample expressions：What happened in the pictures above？Do you know any other natural disasters？Please work with your partners and make a list of natural disasters(such as earthquake，snowstorm，flood，drought)．Have you ever seen a volcano?(Some new words：lava erupt/eruption crater active/dormant/extinct volcanoes...)2．Warming up by reading the passage below.Step 2Pre－reading1.Can you imagine climbing into a live volcano in order to measure the temperature of the boiling rock inside？2．Encourage students to talk more about volcanoes by looking at the following pictures.Step 3Reading and comprehending1．Fast－reading：Ask students to skim the passage so as to get the key words and general idea of each paragraph and answer the question：What's the main idea of the text?2．Read the passage carefully and answer the following questions.(1)Why is a volcanologist's job important?(2)Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?(3)Why was it difficult for the writer to walk towards the edge of the crater?(4)What does the writer find impressive about volcanoes even after studying them for many years?(5)What did the author think it was when an eruption occurred?(6)Why did the scientists look like spacemen?Suggested answers：1．This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.2．(1)V olcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.(2)The lava flows down the mountain and can cover up or burn villages in its path.The rocksthat erupt from the volcano usually don't damage anything because no one lives near the crater.(3)The author was wearing special protective clothing that made it difficult to walk.(4)The author finds their beauty and their potential to cause great damage very impressive.(5)He thought it was an earthquake.(6)Because they wore white protective suits that covered their whole body.3．Ask students to scan for detailed information and discuss the following question with their partners and be prepared to report to the class.Question：Having learned a little more about the work of a volcanologist，do you think it is an occupation you would enjoy？Give you reasons.Suggested answers:No，I probably wouldn't enjoy this job because I wouldn't have to live in other countries and I don't like being in dangerous situations，either.Above all，I'm not very good at science.ORY es，I'd love to do a job like this because I would enjoy working outside and I think I would enjoy the adventure.It would be exciting to meet people from different countries and I would feel good about helping people avoid danger.Step 4Language studyDealing with any language problem if any(words or sentences students might not understand)to help the students to have a better understanding of the text.Step 5Listening，reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations：make one's way，a live volcano，be about to do，look down into，out of the way，be covered with，burn to the ground，attach...to...，compare...with...，run out of Step 6Structure analyzingAfter reading，ask students to discuss the text structure.Keys for reference：This passage is a first－person account of a volcanologist's experiences.The volcanologist described his exciting job and wrote down his first sight of an eruption.The first paragraph introduces the topic and the theme of the text.The rest of the text presents the information in chronological order.A feature of an account of a volcanologist's experiences is the abundance of time expressions.The last sentence of the report functions as a conclusion.In addition，each section begins with a topic sentence.Step 7RetellingAsk students to talk about the volcanologist's experiences in their own words.Give them some key words and expressions.Then let them try to retell the passage.Step 8Homework1．Learn the useful new words and expressions in this part by heart.2．Try to find more pictures showing natural forces and talk about them.Step 9Reflection after teachingPeriod 2Language Study (1)Aims:To get the students to learn to use the following important new words and phrases freely：absolutely，make one's way，alongside，appoint，wave，suit，potential，actual.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to say something about the power of nature.Step 2Reading and findingGet students to read through Warming Up，Pre－reading，Reading，Comprehending and Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Practice for useful words and expressions1．Turn to Page 36.Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2．Give them several minutes to finish the exercises.They first do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they meet where necessary.Step 4Vocabulary study1．alongside(P34)【原句再现】I travel to unusual places and work alongside people from all over the world.我跑的地方是稀罕奇特的地方，和我一道工作的人来自世界各地。
人教版PEP六年级英语上册unit5单元教案及教学反思
人教版PEP六年级英语上册unit5单元教案及教学反思Unit 5 What does he do？第一课时教学设计(A. Let’s try Le’s talk)一、教学目标（一）认知目标1. 能够听、说、读、写主要句型：What does your father/mother/he do? He/She is a/an…并能在实际情景中熟练运用。
2. 能够掌握二会单词country，head teacher，理解三会句子：Do you want to be a head teacher, too? 并能在情景中正确运用。
3. 能够独立完成Let’s try部分的练习。
（二）能力目标能够灵活运用所学句型进行问答。
（三）情感目标教育学生要积极与他人合作，运用所学英语进行交流。
二、教学重难点（一）重点掌握四会句型What does your father/mother/he do? He/She is a/an...突破方法：反复朗读，情景对话，突破重点。
（二）难点能够听、说、认读拓展句型What are you going to be? I am going to be a/an...突破方法：小组对话、学生搭档对话、游戏等方式，突破难点。
三、教法与学法点拨法，引导法，情景教学法，游戏法。
四、教学准备教师准备多媒体课件、课文情景动画或音频MP3另外有单词卡片，照片，相关道具和服饰等。
五、教学过程Step 1: Warm-up1. 教师通过复习之前学过的有关职业的单词，引入本课职业的主题。
教师把粉笔、白大褂、棒球等一些与职业相关的道具放在桌上，让学生轮流猜或者讨论与之相关的职业名称。
教师给出答案，让学生跟读。
2. 教师通过“自己说命令，学生做动作”的形式复习旧单词。
如：Act like a teacher.（学生扮演老师）Act like a doctor.（学生扮演医生）Act like a nurse.（学生扮演护士）Act like a farmer.（学生扮演农民）Act like a driver.（学生扮演司机）…Step 2: PresentationLet’s try教师引导学生看教材上Let’s try部分的内容，播放录音，学生带着问题听录音，选择正确案。
小学英语第六册第五模块教学设计-经典教学教辅文档
新标准小学英语第六册第五模块教学设计Module5 unit1 It’s big and light.一、教学目标知识目标：（1）掌握单词：light, broken, pocket and heavy.（2）掌握句型：It’s big and light. This_____(n) is_____(adj.)能力目标：比较两种事物，发现其特点，选择合适本人的物品并阐明理由；描述物品的特点。
情感目标：激发先生的学习热情，进步先生的学习兴味和自信，培养先生独立考虑的能力，鼓励和加强同学间的同伴合作。
经过学习及问答，使先生育成在交际中的礼貌行为教学重点和难点教学重点：1.单词：light broken heavy pocket 及在句型中的运用。
2.句型：It’s big and light. This_____(n.) is_____(adj.)教学难点：学会用英语描述事物的特点。
二、教学过程（一）、Warming up（1）Greeting（2）C hantT: First, let’s chant together. Stand up! Clap your hands! Follow me!出示课前预备的chant,让先生一边拍手，一边听节奏跟老师做动作先生经过歌谣的方式复习了描述词，经过描述气球的大小和颜色，利用旧知导入了新知，为学习It’s…做好了铺垫。
（二）.Leading in老师分别出示各种颜色的气球，请先生逐一说出气球的颜色。
T：Look at these beautiful balloons.T: What colour is it?（三）. LearningT：OK！Bo ys and girls, today, we will learn a new lesson. module5 unit1It’s big and light.(板书课题)1、教师疑惑的问：“light, what does mean light?” (此时教师拿起一个气球抛起边抛边说)：it’s light ,it’s very light.Can you guess?S：轻的。
选修六unit5教案
选修六unit5教案【篇一：人教新课标选修6unit5reading 教案】【篇二：选修六第五单元教案】module 6unit5 the power of natureperiod 1 warming up and pre-readingteaching goals：1． to have the students get a general idea of natural disasters. 2． to help the students develop speaking ability.step1 warming up1. show an episode of the film “the day after tomorrow” and introduce the film to the students.it is a science fiction. it describes that the temperature in the earth falls at a great speed and the earth begins to enter the ice age, which caused a great disaster to the people in the world. in fact this disaster is caused by people’s destruction to the nature.in the film we can feel the power of nature. natural disasters are dangerous and can cause great damage to us. can you think of other natural disasters?2. ask students to list other natural disasters, such as hurricane,earthquakes, volcano, etc. show the pictures of these natural disasters.3. discuss about the measures that we should take to avoid natural disasters.we can find how powerful nature is and how weak humans are compared with a volcano, hurricane, earthquake or other natural disasters. but we are not completely powerless. we can take measures to protect ourselves from powerful natural forces. what measures should we take?4. find something about volcano.volcano is one of these natural disasters. we should also do something to avoid its eruption or reduce its damage to us.what do you know about volcanoes?how is a volcano formed?how does a volcano erupt?5. if we can predict the eruption of volcanoes, we can reduce its damage to us. so we need volcanologists to study volcanoes.do you want to be a volcanologist? why?if you are a volcanologist, what kind of work should you do and what kind of danger will you meet? step2 pre-readingmake a questionnaire as on page33 and help them know whether they are interested in volcanology. homework:1. find more information about natural disasters, especially volcanoes.2. read articles about some famous volcanoes eruption.period 2 reading and comprehendingteaching goals：1. to improve the students’ reading abilities.2. to help the students to know how to summarize a text or a paragraph.step 1 lead-in1. free-talkask some students to describe some famous volcano eruption according to theirafter-class reading.2. show the video of volcano eruption.we can enjoy the exciting sight of volcano eruption. but volcano eruption can also bring us a lot of damage. so we need volcanologists to study volcano and reduce its damageto us. let’s learn something aboutvolcanologists in the text.step 2 skimming1. read through the passage quickly and find out the answers to the questions.1) what kind of things should a volcanologist do?2) what is the volcanologist wearing when getting close to the crater?2. divide the passage into several parts and find out the main idea of each part.step 3 scanningscan the passage .read the passage carefully and answer the following questions.1. why is a volcanologist’s job important?2. where is mount kilauea?3. why is the lava that flows on mount kilauea more dangerous than the actual eruption?4. what caused the writer’s bedroom to become as bright as day even though it was night?5. why did the scientists have to get close to the volcano after it began erupting?6. why was it difficult for the writer to walk towards the edge of the crater?7. what does the writer find impressive about volcanoes even after studying them for 20 years?step 4 discussiondo you think it is an occupation you would enjoy? discuss your reasons with your classmates.step 5 interviewmake up an interview. four students as a group. one student acts as the writer of the passage. the other three students act as the journalists from three different tv stations.homework:spend some time researching one disaster. you can use books, magazines, newspapersor the internet. collect pictures and diagram and look for information about:what causes this kind of disasteractual events that happened in the past in china and/or the rest of the worldhow people helped the victimswhat is being done to prevent the disaster happening again or to lessen the damageperiod 3 learning about languageteaching goals：1. to help the students to learn how to use words and expressions.2. to review the v-ing form and learn the perfect v-ing form.step 1 discover useful words and expressions1. show the video of an episode of vesuvius eruption and ask students to fill in the text with proper words.the eruption of mount vesuvius in 79ad took people in pompeii by surprise. it was so quick and so severe that the town was soon covered in ________ and ________. many houses in the town were ________. it was an ________ disaster for manypeople who could not get away in time. a writer named pliny, who was there during the _______, described how lava was thrown into the air like a ________. ________ many of the townspeople, ________ at the ________ sight of vesuvius eruption, stayed too long and failed to escape in time.2. find suitable words or expressions from the texts in the unit to fill in the blanks on page35.step2 grammar1. show a flash to review the differences between v-ing and the past participle.a. 现在分词表示主动，过去分词表示被动。
2024年人教版六年级上册unit5教案
2024年人教版六年级上册unit5教案一、教学目标知识目标：使学生掌握本单元的核心词汇和句型，能够正确、流利地朗读和背诵课文。
能力目标：通过听说读写等多种活动，提高学生的英语综合运用能力，培养学生的跨文化交际意识和合作能力。
情感目标：通过教学活动和情境创设，激发学生对英语学习的兴趣，树立学生学习英语的自信心。
二、教学重点和难点教学重点：本单元的重点词汇和句型，包括日常交际用语和文化习俗的介绍。
教学难点：掌握地道的英语表达方式，培养学生的跨文化交际能力和口语表达能力。
三、教学过程导入新课通过展示与单元主题相关的图片或视频，吸引学生的注意力，激发学生的好奇心。
提出与本单元相关的有趣问题，引发学生的思考和讨论。
简短复习前一单元的重点内容，为本单元的学习做铺垫。
词汇学习呈现本单元的核心词汇，通过实物、图片或多媒体资源辅助教学，帮助学生建立直观印象。
设计有趣的词汇记忆游戏或竞赛，让学生在轻松愉快的氛围中记忆词汇。
引导学生通过上下文语境理解词汇的含义和用法，培养学生的词汇运用能力。
课文学习指导学生朗读课文，注意语音、语调和停顿。
通过提问和讨论的方式，引导学生深入理解课文内容，把握文章主旨。
鼓励学生表演课文对话，培养学生的口语表达能力和合作能力。
语法讲解与练习简要介绍本单元的语法知识点，如时态、语态等。
通过例句和练习题，帮助学生理解和掌握语法规则。
设计形式多样的语法练习，如填空、选择、改错等，巩固学生的语法知识。
拓展活动组织学生进行角色扮演、小组讨论等活动，运用所学语言进行实际交流。
引导学生利用网络资源或图书馆资源，查找与单元主题相关的英语材料，拓宽学生的视野。
举办英语角或英语演讲比赛等活动，提高学生的英语应用能力和自信心。
四、教学方法和手段教学方法：采用任务型教学法、合作学习法和情景教学法相结合的教学方法，激发学生的学习兴趣和主动性。
教学手段：利用多媒体资源、实物展示、游戏竞赛等多种教学手段辅助教学，提高教学效果。
精编人教版新目标九年级英语Unit5和Unit6 第五和第六单元全单元教案教学设计
人教版新目标九年级英语Unit5单元教案Unit 5 What are the shirts made of?Section A (1a－2d)学习目标1．重点单词：chopstick，coin，fork，blouse，silver，glass，cotton，steel，fair，grass，leaf，produce，widely，process，pack2．重点短语：be made of，be made in，be made from，as far as sb. know，be known for3．重点句式：What are the shirts made of?—This ring looks nice.Is it made of silver?—Yes，and it was made in Thailand.What is the painting made from?How is tea produced?As far as I know，tea plants are grown on the sides of mountains. People say that tea is good for both health and business! 学习重点1．重点短语和句型2．一般现在时态和一般过去时态的被动语态学习难点一般现在时态和一般过去时态的被动语态自主学习一、预习课本P33－34新单词并背诵，完成下面的汉译英。
1．筷子________ 2.硬币________3．叉子________ 4.衬衫________5．银器________ 6.玻璃________7．棉花________ 8.钢铁________9．展览会________ 10.草地________11．叶子________ 12.生产________13．普遍地________ 14.加工________15．包装________二、认真预习1a－2d找出下列短语和句型。
高中英语人教版选修六Unit5-教学设计教学内容
高二英语教学设计Book6 Unit 5 Reading An Exciting Job太白中学英语组：赵红娟1.教学目标（Teaching Goals）:a. To know how to read some words and phrases.b. To grasp and remember the detailed information of the reading material .c. To understand the general idea of the passage.d. To develop some basic reading skills.2.教学重难点: a.. To understand the general idea of the passage.b. To develop some basic reading skills.Step I Lead-in and Pre-readingLet’s share a movieT: What’s happened in the movie?S: A volcano was erupting. All of them felt frightened/surprised/astonished/scared……T: What do you think of volcano eruption and what can we do about it?S: A volcano eruption can do great damage to human beings. It seems that we human beings are powerless in front of these natural forces. But it can be predicted and damage can be reduced.T: Who will do this kind of job and what do you think of the job?S: volcanologist. It’s dangerous.T: I think it’s exciting. Ok, this class, let’s learn An Exciting Job. At first, I want to show you the goals of this classStep ⅡPre-readingLet the students take out their papers and check them in groups, and then write their answers on the blackboard (Self-learning)some words and phrases：volcano, erupt, alongside, appoint, equipment, volcanologist, database, evaluate, excite, fantastic, fountain, absolutely, unfortunately, potential, be compared with..., protect...from..., be appointed as, burn to the ground, be about to do sth., make one’s way.Check their answers and then let them lead the reading.Step III Fast-reading这是一篇记叙文，一位火山学家的自述。
人教新目标九年级英语全一册Unit6period5教学设计
-词汇：熟练掌握本单元的生词和短语，如"divorce", "argue", "afford", "financially", "independent"等。
-语法：正确运用一般过去时和现在完成时描述过去发生的事情及其对现在的影响。
（二）讲授新知
1.词汇教学：教师呈现新课的词汇，如"divorce", "argue", "afford", "financially", "independent"等，通过例句、图片和情境，帮助学生理解和记忆新词汇。
2.语法讲解：针对一般过去时和现在完成时，教师通过生动的例子，讲解两种时态的用法和区别。同时，设计相关练习，让学生在实际语境中运用时态。
-根据本节课所学内容，以"Growing Up"为主题，撰写一篇不少于100词的英文作文，描述自己在成长过程中的感悟和收获。
-对作文进行自我修改和互评，提高写作水平。
5.拓展阅读：
-推荐一本与成长、家庭或友谊相关的英语书籍，要求学生在课后阅读，并撰写书评。
-参加英语角活动，与同学们分享阅读心得，提高英语实际运用能力。
在学科和课本关联性方面，本章节内容涉及家庭、友谊和成长的话题，与学生的现实生活紧密相连。学生对这些话题有一定的认知和感受，有利于激发他们的学习兴趣。此外，学生在之前的学习中已经接触过一般过去时和现在完成时，对于时态的运用有了一定的基础，但可能在区分和运用上还存在困难。因此，在教学过程中，教师需要针对学生的实际情况，有的放矢地进行引导和讲解。
小学英语pep第六册教案unit5
小学英语pep第六册教案unit5小学英语pep第六册教案unit 5Unit 5 Look at the Monkeys 第一课时一、教学目标 1、能够听、说、认读句子：Look at the tiger! It’s jumping ! The rabbit is running . 2、能够听、说、读、写动词短语的ing 形式：flying , jumping , walking , running , swimming 3、能够听懂、说唱歌谣Koalas are sleeping 4、能够完成Task time 中的任务。
二、教学重点、难点 1、本课时的教学重点是掌握五个动词的ing形式，并用现在进行时进行简单表达。
2、本课时的教学难点是running和swimming的拼写。
三、课前准备录音机、录音带、各种动物的词卡、Let’s learn部分的五张单词词卡。
四、教学步骤和建议 1、热身教师放三年级上册第四单元A、B部分Let’s do的录音，适时出示各种动物的词卡，学生边说边做相应的动作。
2、预习（1）教师将“jump , walk , fly”三个词写在黑板上，然后手指相应的单词发指令，如: Jump like a rabbit , Walk like an elephant , Fly like a bird ，学生边跟读边做相应的动作。
（2）教师继续发指令，学生做动作。
适时提问：What are you doing ? 引导学生回答：I’m jumping like a rabbit 。
教师在黑板上的jump后面加上ing , 呈现新词：jumping。
同法引入walking 和flying 。
3、新课呈现Let’s start 教师向学生展示本部分的挂图，问：What is the …doing?引导学生作答。
Let’s learn （1）教师作小鸟状，一边挥动手臂一边说: I am a bird !I am fly ! The bird is flying 。
Unit5电子教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校课题：Unit 4 Dinner ’s ready第一课时 【课 型】【学习目标】1.知识目标：认读本课中的单词和句子：rice ,noodles, fish, beef, soup ,vegetable, What would you like for dinner? I ′d like some …2.能力目标：能够听、说、认读单词rice, noodles. fish. beef. soup. vegetable.初步掌握What would you like for dinner ? I ’d like some ….【教学重点】能听说，认读rice, noodles, fish, beef, soup, vegetable.【教学难点】能够正确读单词vegetable 。
【教学过程】一．预习检测1.rice ,noodles, fish,beef,soup ,vegetable,2.重点句型What would you like for dinner? I ′d like some3.对话表演等。
二．导入新课1.Enjoy the song “An apple a day ”,师播放歌曲，让学生在快乐的学习氛围中投入到本节课学习。
2.Free talk.三．自主探究，合作交流（Presentation ）1.单词导呈T 出示图片，板书教读rice,注意升降调教学。
齐读说:rice rice I like rice (集体→个别)T: What do you like ? Ss: I like rice.What would you like for dinner? 帮助学生回答：I ’d like rice.⑵同样方法教学soup, fish, beef.⑶教学Noodles(教师做饥饿状)T ：You ’re full ,But I ’m hungry, because I had very little at breakfast. Guess , what did I have?T ：(动作演示)They ’re long,S ：Noodles, T: 板书：hungry ,noodles,教读B :Let ’s sing and act.⑷ 教学Vegetable,T:I like noodles very much.. Guess ,What else do I like?Ss: Fish/…？T：No ,I like vegetables.T(拿出各种蔬菜实物图片)Look: I have many kinds of vegetables, Carrot is a kind of vegetables, Tomato is a kind of vegetable.T把图片发给学生，T：I like vegetables, Can I have some vegetables?S1：Sure, Here you are.S1→S2→S3……2.听读正音。
六年级上册英语教学设计Unit5第6课时_人教PEP
Unit 5 What does he do？第五课时教学设计(B. Read and write Let’s check Let’s wrap it up)一、教学目标（一）认知目标1. 能够完成Read and write部分的练习，并能理解、朗读课文内容。
2. 能够掌握句子在发音上的停顿技巧。
3. 能够独立完成Let’s check和Let’s wrap it up部分的练习。
（二）能力目标培养学生的阅读能力和综合能力。
（三）情感目标教育学生热爱生活，善待身边的每一个人。
二、教学重难点（一）重点能阅读课文，正确完成相应练习。
突破方法：采用合作阅读，讨论完成练习。
（二）难点能运用所学句型进行日常对话。
突破方法：反复朗读，对话表演，反复练习，突破难点。
三、教法与学法引导法，点拨法，小组合作交流法。
四、教学准备教师准备多媒体课件、课文情景动画或音频MP3五、教学过程Step 1: Warm-up1. 师生进行日常对话练习：T: What does your father/mother do? S: He/She is a/an …T: Where does your father/mother work? S: He/She works …T:How does your father/mother go to work? S: He/She goes to work...T: What are your hobbies?S: I like...T: What are you going to be?S: I want to be a/an...2. 学生列举五种职业写在书本第52页上，与搭档讨论并进行比较：How many different jobs are there in both lists?Step 2: PresentationRead and write1. 教师问：What are you going to be? 学生自由回答。
Unit6 第5课时参考教案
Unit6第5课时参考教案【内容t6【主题】Shouchisthatdoggieinthewindow”。
3通过吟唱有韵律的歌谣，激发学生复习音标知识的兴趣。
二、教学重难点重点复习前面学习过的音标知识，提高学生对音标知识的综合运用能力和对知识的融合能力。
难点1提高学生对所学习的音标知识的综合运用能力。
2使学生能准确发音，培养学生纠正错误发音的能力。
三、教学准备1教师准备多媒体课件、教学音频。
2学生准备图片、画笔和画纸。
四、教学过程Ste-u orning,boysandgirlsSs:Goodmorning,teacherT:NicetomeetyouSs:Nicetomeetyou,tooT:Whatdoyouwear,S1S1:IwearT:Whatdoyouwear,S2S2:Iwear2检查作业。
让学生在四人小组内出示自己的服装图片，向小组的其他成员介绍自己几件衣服的价格，并评论价格的贵贱，然后教师请几位小组代表上讲台进行介绍。
Ste ar然后教师示范读这六个单词，学生检查自己的读音是否正确，最后全班学生一起跟着教师大声读单词。
,listenandwrite1让学生观察本部分的三幅挂图，并与同桌相互说一说挂图中的人物都在做些什么。
2教师播放教学录音，学生根据录音内容将本部分的三个句子补充完整。
3教师再次播放教学录音，师生一起核对答案。
4学生在四人小组内轮流将这个句子完整地读一读，其他学生点评。
1让学生观察本部分的情境图。
T:’sinthe mary师生一起总结本节课所学的主要知识，教师评价学生在课堂上的表现。
Steewor的录音，并将歌曲唱给爸爸妈妈听。
2跟着录音读一读“Let’sspell”部分的内容。
【教学反思】。
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慧润阶梯新教育实验小学教学框架课题：Unit5.I prefer Western food.英语6年级课时数 3教材文本解读：本单元重点学习中西菜的不同和相似，其中，重点词、词组有Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.通过本单元的学习让学生可以自由的用英语说明自己喜欢的食物（菜、汤）或事，以及询问他人的喜好（相比较之下）。
注意双音节或者多音节词中pre（t）-的发音规则。
学习目标A类：1.巩固掌握Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.认读译fast-food restaurant, eating out, What do you prefer?二类词汇。
2.掌握pre（t）-的发音规则，如prefer，prepare, pretty.B类：1.能够听说读写译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.2.掌握两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.能说能译。
3.能正确流利地诵读Lesson13对话。
C类：1.认识日常生活当中的中餐店、西餐店、快餐店以及不同饭店提供的食物。
2.学会表达自己特别喜好的餐品。
预习作业1.预习Unit5单词表中生词（可通过有道词典查询，或爱词霸在线查询）2.用铅笔画出lesson13对话中你认为关键的句子或词汇（铅笔标注）教学板块学生学习清单第一课时教学目标：1.能够英汉、汉英互译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?会默写restaurant, prefer, prepare, taste.2.能够流利朗读Lesson13全文。
3.翻译Lesson13全文。
板块一：导入（曾经吃过的馆子你还记得吗）[4min]1.老师要问一问大家，有去过西餐店吃过饭的吗？那有去过快餐店吃过饭的没有？[3]2.对于踊跃发言的同学提出表扬，那老师现在展示一款西餐餐品（图片），它是什么餐系的菜品呢？[0.5]3.是的，并说Western food，此时飞出词组。
OK，学生发言同学们观察特点,跟老师读（升降*3）[0.5]跟读（（*2）*3）板块二：单词学习[7.5min]4.那中餐该怎么说呢？是的，Chinese food,飞入图片和词组，观察特点,跟老师读（升降*3）[0.5]5.那快餐该怎么说呢？fast food,飞入图片和词组，观察特点,跟老师读（升降*3）[0.5]6.这些不同的餐馆都有一个名字，那就是饭店，飞出词组restaurant，跟老师读（升降*3）[0.5]7.出示图片一碗面，一碗米，飞出句子I preferrice.提出prefer更喜欢，宁愿，跟老师读（升降*3+S）[1]8.出示香蕉，橙子图片，问Which tastes sour?提出taste（s）吃起来。
跟老师读（升降*3+S）[1]9.说I prepare go to Zhengzhou this weekend.飞出翻译：我准备去郑州这个周末。
询问prepare意思。
Prepare准备，跟老师读（升降*3+S）[1]10.单词打乱呈现PPT，抢答[3]跟读（（*2）*3）板块三：文章学习[16min]1.让学生尝试自读lesson13对话。
[2]2.老师示范对话（ＰＰＴ图示逐句翻译）让学生跟读。
[5]3.让学生跟读1遍，之后自读2遍。
[4]4.理解重点句子[4]英汉/汉英互译[2]What do you prefer? /I prefer Chinese food. [1] Do you prefer Chinese food or Western food? /I prefer Western food.[1]句式转换[2]I prefer Chinese food.（对划线部分提问）____________________.5.让学生齐读一遍,并识记重点。
[1] 学生尝试读学生跟读学生尝试说学生跟读、自读个别学生被指导板块四：教学验收[6min]&拓训Activity1 [7min]1. 单词PK回放竞答+2遍齐读。
[3]Chinese food, ___________fast food, ___________Western food, ___________restaurant, ___________prefer, ___________prepare, ___________taste. ___________2. 翻译句子[2]What do you prefer? /I prefer Chinese food.Do you prefer Chinese food or Western food? /I prefer Western food.看说训练（整体优先（插入个体过关））书写训练3.句式变化[1]I prefer Western food.（对划线部分提问）____________________.4.处理Activity1 [5min]理解并能区分使用What/Which do you prefer, ______ or _______? 及回答。
识记prefer to do s.th句型，并实题训练。
I prefer ______ juice.A. drinkB. to drinksC. to drinkD. drinks延伸prefer to… rather than…,理解前后的含义。
书写训练记笔记做题理解板书设计：教学反思：第二课时教学目标：1.巩固掌握词汇Chinese food, fast food, Western food, restaurant, prefer, taste.2.了解出外就餐指南The Eating Out Guide3.会说、能译、能回答Which do you prefer?句子4.处理名校作业本4,5,6题板块一：Lesson11（L&r）[12min]1.自由读并回答老师的问题[5]Q1：找出文章中两家餐厅的名称。
[1]Q2：分别列举这两家餐厅所提供的不同食物，以及这些食物的特点。
[3]Q3：翻译 Which do you prefer, Chinese fast food or Western fast food?[1]Q4: 找出单词 best, 同时注意前面定冠词the。
区分国家缩写或首字母大写的方向前面的定冠词the的含义，如the UK，the North等。
[2] 学生读，并回答学生尝试说理解，记录板块二：Activity3[7min]1.练习并掌握句型How many …?及其回答 Therebe…。
习题设计如：How many students in your class? /There are 38 students in our class. How many girls in your class? /There are 14 girls in our class.How many boys in your class? /There are 24 boys in our class.[5]2.锻炼并掌握口语What do you prefer?[2] 理解，识记结伴练习，一问一答板块三：验收[5min]1.出外就餐指南怎么说？______________________________________2.翻译：你更喜欢哪一个？______________________________________3.best的三级变化______________________________________4.依据实际情况回答How many English teachers in your class? ___________________________________5.翻译：你更喜欢什么？（口头回答）学生做题竞答板块四：习题实战练习[16min]1.名校作业本第4,5,6题。
[10]2.核对、讲解答案。
[6] 学生做学生及时订正板书设计：教学反思：第三课时教学目标：1.巩固单元单词Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?2.限时完成Lesson12的R&W部分。
3.总结字母组合pre-发音规则。
板块一：单词复习&Activity4[10min]单词：听写。
[4]1．中餐 2.快餐 3.更喜欢，宁愿 4.准备 5.饭店，餐馆 6.吃起来 7.西餐 8.你更喜欢什么？Activity4:[6]1.打拍说唱pre-2.个人或团组表演3.识记知识点: 单三人称+prefers….如Heprefers…/She prefers…学生听学生表演理解，记录板块二：（R&S）[2min]1.（找发音规则）自由读，举出另外的例子，说明pre-的发音规则。
[1]2.再次识记单词prefer， prepare， pretty[1]理解并识记板块三：（R&W）[15min]1.限时10分钟习作。
[10]2.核对答案并讲解[5]做题目校订板块四：练习题训练[13min]1.名校作业本7,8,9题[10]2.核对答案，评讲习题[3] 做题目校订板书设计：教学反思：。