1、人教版六年级英语上册（全）教案Recycle 1教学目标1. 知识目标：能够听、说、读、写第1-3单元的重点词汇和核心句型。2.能力目标：能灵活运用1-3单元所学知识，提高语言的综合运用能力。3.情感目标：引导学生在迷路时主动寻求帮助，并遵守交通规则。教学重点能够在情景中复习和运用第1-3单元的核心句型。教学难点能够在情景中合理运用所学句型。教学准备课件、录音和相关视频。教学过程批注Step 1 Warm-up & Revision通过歌曲和图片，帮助学生复习学过的词汇和句型，为接下来的学习做铺垫。 Warm-up 课件播放歌曲“Where is the hospital?”，学生一起唱，活跃
2、课堂气氛。 Revision课件呈现关于交通指示的图片，学生根据图片说出对应的词汇。T: How can we get to the cinema?Ss: Go straight.Then turn left at the bookstore. T: How can we get to the park?.Step 2 Presentation & Practise通过观察图片，学生从图片信息中推测考察点，预测听力文本的重点内容，做到有目的地去听录音，培养学生良好的听力习惯。通过观察图片，预测图片中人物的谈话内容，巩固核心词汇和句型，为完成接下来的判断题做铺垫。通过回答问题，检测学生对歌曲细节
3、的理解。 Wu Binbin is going to visit his grandparents.1. 课件呈现Wu Binbin的照片，教师介绍听力背景。T: Wu Binbin is going to visit his grandparents. How can he get there?2. 课件呈现P32的图片，学生观察图片，预测听力的重点内容。3. 教师播放课文录音，学生完成选择题和填空题，然后师生一起核对 答案。T: How can Wu Binbin get to his grandparents new house? Ss: First, go straight. Then
4、 turn left. At the traffic lights, turn left. 4. 教师再次播放录音，学生回答P32的问题。T: Are they going by bus or on foot?S1: They are going on foot.T: When are they going?S2: At 9:00.5. 教师播放课文录音，学生跟读。然后教师引导学生找出听力的关键 信息。 Binbin and Robin see a little boy crying on the street.1. 课件呈现P33 的图片，学生观察图片并猜测他们的谈话内容。2. 教师引导学生
5、为小男孩给出合适的建议。T: What can you see in these pictures?S1: A little boy is crying on the street.T: What colour is the traffic light in picture 1?S2: Its red. T: What should Wu Binbin say?S3: Stop! Dont go at the red light.3. 课件呈现P33的判断题，学生快速读题。然后教师播放录音，学 生完成判断题。T: Who is the boy looking for? Ss: His mum.
6、 He lost his way.T: Does the boy find his dog? S1: No, he doesnt. .4. 教师播放课文录音，学生跟读。 Robin is singing a song to him.1. 呈现P34的歌词，教师播放歌曲，学生一起唱。T: The little boy is waiting for his mother. Robin is singing a song to him. Listen and read the song aloud.2. 课件呈现P34的问答题，教师引导学生完成问答题。T: Do you like this song
7、?Ss: Yes, we do.T: In this song, what is Papa going to do? S1: Papas going to buy the little boy a little bird. S2: Papas going to buy the little boy a big ring.S3: Papas going to buy the little boy a looking glass.3. 课件呈现P34的选择题，教师引导学生完成选择题。T: Who is the song for?Ss:A.( For a sad kid.)T: What is th
8、e meaning of“hush”？Ss: B.( Be quiet.)Step 3 Consolidation&Extension通过观察图片，预测对话内容，培养学生捕捉关键信息的能力。通过角色扮演，提高学生的英语表达的积极性，培养学生的语言综合运用能力。 The little boy is on the phone.1. 课件呈现P35课本图片，教师引导学生观察图片并预测对话内容。T: Wu Binibn and Robin take the little boy to the police station. Now, the little boys mother is talking
9、with the policeman on the phone. Can you guess what they are talking about?2. Look at the map and fill in the blanks. 课件呈现地图和习题，学生根据地图完成填空题。T: The little boys mother is going to the police station to find her son. How she can get to the police station？Ss:3. Read, answer and do.课件呈现习题，学生完成练习并列举出更多的交通
10、方式。T: How can the boys mother go to the police station?Ss: On foot. T: What other kinds do you know? Ss: By bike.4. Listen and read aloud.A. 教师播放音频，学生跟读。B. 教师请学生上台表演对话并教导学生在迷路时要寻求警察的帮助。Step 4 Homework作业：1. 复习1-3单元重点单词和句型。2. 完成本课时对应的练习。板书设计Recycle 1Where is . It s next to/ near.How can I get to. Turn
11、 left. Turn right. Go straight.How do you go to. By. On foot.What are you going to do? Im going to.教学反思本课时以练习和阅读为主。要求学生能够运用所学的知识完成练习；借用图片、语言等帮助学生读懂故事，并通过不同的练习训练学生在语篇中捕捉关键信息的能力。同时教导学生要遵守交通规则，在迷路时要积极寻求帮助。Recycle 2教学目标2. 知识目标：能够听、说、读、写第4-6单元有关业余爱好、职业、情绪的单词，词组和核心句型。2.能力目标：能灵活运用4-6单元所学知识，提高语言的综合运用能力。3.情感
12、目标：教育学生诚实守信，使学生了解到诚实是最宝贵的品质。教学重点能够在情景中复习和运用第4-6单元的核心句型。教学难点能够在情景中合理运用所学句型。教学准备课件、录音和相关视频。教学过程批注Step 1 Warm-up & Free talk通过呈现图片，帮助学生复习学过的词汇和句型，提高学生学习兴趣，并为接下来的学习做铺垫。 Warm-up 课件播放歌曲“My new pen pal”和“What do you want to be?”，学生一起唱，活跃课堂气氛。 Free talk1. 课件呈现一组关于职业的图片，学生说出对应的单词。 ( postman, fisherman, coach
13、, scientist, pilot, businessman, factory worker, police officer) T: Whats your fathers job? Ss: He is a. T: Whats your mothers job? Ss: She is a .T: What do you want to be? Ss: I want to be a/an.2. 课件呈现一组关于爱好的图片，学生说出爸妈及自己的爱好。T: What does your father/mother like to do? What are their hobbies?Ss: My f
14、ather likes. My mother likes.T: What are your hobbies?Ss: I like. Step 2 Presentation & Practice通过观察图片，学生从图片信息中推测考察点，预测听力文本的重点内容，做到有目的地去听录音，培养学生良好的听力习惯。通过观察图片，引导学生描述人物情绪和动作，巩固核心词汇和句型，提高学生的语言综合运用能力。1. Listen and fill in the blanks.A. 课件呈现Peter的照片，导入新课。T: Do you still remember Peter? Ss: Yes, he is Zh
15、ang Pengs pen pal.T: Peters family are going to visit Kens family in another town. Peters father is talking about them. （T points to Kens photo.）T: This is Ken. Lets learn about Kens family.B. 课件呈现P66第一部分的填空题，学生先读题，预测听力的重点内容。T: How many people are there in Kens family? Who are they?Ss: .T: What do t
16、hey do? What are their jobs?C. 播放课文录音，学生完成填空题，然后师生一起核对答案。2. Listen again and write down their hobbies.A. 课件呈现P66 Lets check板块的第二部分的习题，学生快速读题并预测答案。B. 播放听力，学生完成习题，然后师生一起核对答案。C. 再次播放听力，学生跟读。3. Talk about Peters family.A. 呈现P67 Peter家庭的照片，教师引导学生观察图片。T: Peters family are on the bus. What are they doing o
17、n the bus?How do they feel?(T points to Peters father in the picture. )T: Who is he? Ss: Hes Peters father.T: What is he doing? Ss: Hes talking.T：How does he feel? Ss: He is happy.B. 根据P67 Zip的提示，学生描述图中不同人物的动作和情绪。C. 教师引导学生完成字谜游戏。T：Peter is doing word puzzles on the bus. This is Peters puzzle. He thi
18、nks its too difficult . Lets help him finish it.Step 3 Consolidation&Extension通过讲解种花的过程，为阅读扫清部分词汇障碍，顺利地过渡到故事的教学，为接下来的学习做铺垫。引导学生总结故事的构成要素并根据故事的构成要素复述故事，培养学生的语言综合运用能力。 Story time1. 课件呈现一张小女孩种花的图片，教师引导学生思考种花的过程。T: Whats she doing? Ss: She is planting flowers.T: Do you know how to plant flowers? Lets le
19、arn it.2. 学生快速浏览故事，然后找出故事中的人物。T: How many people are mentioned in the story? Ss: 4.T: Who are they?Ss: A rich old businessman, a factory worker, a coach and a fisherman.3. Read and answer.A. 学生快速浏览四个问题，预测故事重点内容。B. 学生阅读故事后回答问题。C. 教师引导学生在故事文本中找出关键信息并核对答案。Q1: Who can get the businessmans money?Q2: What
20、 do three men bring?Q3: Who gets the businessmans money?Q4: Why does the fisherman get the money?D. 播放故事音频，学生跟读。4. Read again and answer.A. 学生再次阅读课文，然后完成课本P68的两道习题。B. 教师引导学生理解句子“People should be honest.”并教育学生要 诚实守信。5. Retell the story.A. 教师引导学生总结故事的构成要素。T: Peter likes the story very much. He is goin
21、g to tell it to his best friend. Lets take a look at the elements of a story.T: A story often has a setting (when and where), characters (who) and a plot (what happens). Fill in the blanks for this story.B. 学生完成P69的填空题。C. 根据图片和句子的提示，学生尝试复述故事。D. 教师请学生代表扮演成Peter复述故事。Step 4 Homework作业：1. 复习4-6单元重点单词和句型
22、。2. 完成本课时对应的练习。板书设计Recycle 2How to write a story?When: Where:Who: What happens:教学反思本课时以练习和阅读为主。要求学生能够运用所学的知识完成练习；借用图片、语言等帮助学生读懂故事；通过练习训练学生在语篇中捕捉关键信息的能力，并渗透诚实守信的价值观。Unit 1 How can I get there?第一课时Part A Lets learn & Make a map and talk教学目标1.知识目标：能熟练掌握词汇science museum, post office, bookstore, cinema和h
23、ospital；能够掌握句型“Where is the . Its next to /near the .”。2.能力目标：能识别方位并能简单描述各个场所之间大致的位置关系。3.情感目标：教育学生要学会礼貌地问路和指路。教学重点熟练掌握Lets learn部分有关场所的词汇；能礼貌地询问和指出不同场所的方位。教学难点能灵活运用所学的单词及句型来介绍不同场所的方位。教学准备课件、录音和相关视频。教学过程批注Step 1 Warm-up通过播放歌曲，激发学生英语学习的兴趣。1. 教师打招呼，学生回答问题。T: Good morning, everyone! Ss: Good morning!T:
24、Whats the weather like today? Ss: Its .T: First , lets sing a song.2. 课间播放歌曲“Where is the hospital”，师生一起唱。T: What can see in this video?Ss: .Step 2 Presentation&Practice通过提问引导学生观察图片并回答问题，培养学生的观察能力，提高学生的语言运用能力。 Presentation1. Lead in.播放Main scene的视频，然后呈现课本P2的地图。T: Where do Wu Binbin and Robin want to
25、 go? Ss: Science museum. （教师引导学生回答）2. Lets learn.A. 呈现science museum, cinema, post office, bookstore, hospital的图片，教师带读单词，学生跟读。B. 课件呈现地图，引导学生说出场所的方位。T: Where is the science museum?Ss: Its near the library.T: Where is the cinema?Ss: Its near the mall.T: Where is the post office?Ss: Its near the scienc
26、e museum. .3. Listen and repeat.A. 呈现单词，学生整体跟读单词，然后分组读单词。 Science museum, cinema, post office, bookstore, hospital.B. 呈现Wu Binbin和Robin的对话，学生整体跟读对话，然后 分组读对话。4. Role-play. 将学生分为两组，分角色表演对话。 Practice1. Fast reaction. 课件逐个呈现五个场所的图片，学生看图片说出单词，比一比谁的反应快。 2. Look and match.呈现五个场所的图片和单词。学生进行图文匹配。3. Lets gues
27、s.老师问问题，学生猜一猜这些场所的位置。T: Wheres the_? Ss: cinema.Ss: Its next to the _. （学生看图补充句子。） .Step 3 Consolidation&Extension通过地图描述场所方位的活动，巩固本课的核心词汇和句型，提高学生的语言运用能力。1. Read and fill in the blanks. 课件呈现句子，学生在横线上填入关于场所的单词。(1) We can send a letter in the _. (2) We can see films at the _. (3) If we are sick, we sho
28、uld go to the _.(4) We can see a robot show in the _.(5) We can buy some books in the _. 2. Language points.A. 老师讲解课文重点语法，并拓展方位介词： in, on, behind, in front of, next to, under, between, near。B. 课件呈现图片，学生看图回答问题。T: Where is the ball? Ss: Its next to/near/between.and.3. Make a map and talk.呈现课本P5 Sarah和
29、Chen Jie的对话。 There is a pet hospital in my city.Where is it? Its near the park.4. 呈现一张地图，学生根据地图，然后完成练习。5. 学生看地图，两人一组进行本课时重点句型的操练。 S1: Where is the . S2: Its near/ next to/between.and.Step 4 Summary&Homework小结：师生共同回顾所学的有关场所的词汇及介绍场所方位的句型。作业：1. 总结学过的关于地点的单词。2. 完成本课时对应的练习。教学反思歌曲导入，情境引入，互动游戏设计，角色扮演，激发学生学
30、习的积极性，提高学习自信心。板书设计Unit 1 How can I get there?第一课时science museum cinema post office bookstore hospitalWhere is the cinema?Its next to the bookstore.Unit 1 How can I get there?第二课时Part A Lets try & Lets talk教学目标1.知识目标：能听懂Lets try部分的听力并完成相应的习题；能听、说、认读单词ask和sir；能灵活运用句型“Is there a . Yes, there is. No, th
31、ere isnt.”“Where is the . Its near/ next / behind/”问答方位。2.能力目标：培养学生良好的方位感。3.情感目标：教育学生在他人问路时要懂得乐于助人。教学重点熟练掌握问答方位的句型。教学难点能在日常交际中问答某场所的大致位置。教学准备课件、录音和相关视频。教学过程批注Step 1 Revision呈现图片，巩固上节课所学知识，为接下来的学习做铺垫。1. 呈现盒子和小球的方位图片，复习所学的方位介词。 T: Where is the ball? Ss: Its in/on/behind/in front of/ next to/under/near
32、. the box.2. 呈现science museum, post office, bookstore, cinema和hospital的 图片，学生说出对应的单词。3. 课件呈现地图，学生根据地图回答问题。 T：Where is the post office? S: Its near the park.Step 2 Presentation&Practice呈现语言情境，先让学生预测对话内容，然后听录音并完成习题，培养学生良好的听前预测习惯。呈现Lets talk板块的图片，引导学生观察图片，预测对话内容，培养学生的逻辑思维能力。观看视频后完成练习题，检验学生对对话细节的理解。A Le
33、ts try5. 呈现Wu Binbin和Robin一块去看机器人的场景图片，导入新课。T: What are these? Ss: They are robots.T: What are they doing? Ss: .T: Wu Binbin and Robin are looking at some robots. Where can they see these robots?6. 课件呈现Lets try板块的习题，学生快速浏览两道练习题。7. 播放录音，学生完成Lets try板块的两个小题。T: Where are they? Ss: In the museum.T: Is G
34、randpa there? Ss: No, he isnt.8. 再次播放录音，学生跟读课文。A Lets talk9. 呈现Wu Binbin和Robin在博物馆的场景图片。Wu Binbin wants to buy a postcard in the museum. And he wants to send it today. 10. Watch and tick.A. 课件呈现三个问题，学生快速浏览习题。B. 播放Lets talk板块的视频，学生观看视频后选出正确答案。T: Where is the museum shop? Ss: A.T: Does Robin know wher
35、e the post office is? Ss: B.T: Where is the post office? Ss: B.11. Listen and repeat.播放录音，学生跟读课文。Step 3 Consolidation&Extension通过创设真实的情境，根据实际生活开展对话，巩固本课的核心词汇和句型，提高学生的语言综合运用能力。1. Language points. A. want to do sth 表示想要做某事B. 由what引导的感叹句：What + a/an +形容词+可数名词单数。C. 礼貌用语： Excuse me!D. 询问某地在哪儿的句型及其答语： 问句：
36、Where is+地点A? 答语：Its+方位介词（短语）+地点B.2. Read and order. 课件呈现一组句子，学生根据Lets talk的对话内容进行排序。3. Pair work. A. 呈现一张地图，学生说出图片中的场所。T: What can you see in this picture?Ss: Library, cinema, hospital. B. 学生两人为一组，看图问答各场所的相对位置。S1: Excuse me, where is the . S2：Its .C. 呈现地图，学生两人为一组，进行角色扮演。S1: Is there a library in yo
37、ur city? S2：Yes, there is. S1: Where is the library? S2：Its next to the bookstore.Step 4 Summary&Homework小结：师生共同回顾本课时关于问答方位的句型。作业：1. 制作一张地图。2. 完成本课时对应的练习。教学反思通过出示城市平面图，要求学生看图问答各场所的相对位置，同时还复习了所学的方位介词，进一步培养学生的方位感。板书设计Unit 1 How can I get there?第二课时Is there a . ?Yes, there is. / No, there isnt.Where is
38、 the library?Its next to the bookstore.Unit 1 How can I get there?第六课时Part B Lets check & Lets wrap it up & C Story time教学目标1. 知识目标：能听懂Lets check部分的听力内容并完成相关练习；能熟练运用next to, near等方位介词（短语）说句子。2.能力目标：培养学生的听力能力和知识迁移能力。3.情感目标：在开展小组活动时，教育学生要积极地与他人合作，互相帮助，共同完成学习任务。教学重点能独立完成Lets check和Lets wrap it up部分相应的习
39、题。教学难点能根据所给的场景创编对话。教学准备课件、录音和相关视频。教学过程批注Step 1 Warm-up & Revision通过歌曲，复习之前所学重点句型，提高学生英语学习兴趣。 Warm up教师播放歌曲“Where is the hospital”，引导学生边看边唱。 Revision课件呈现关于场所的图片，学生看图片说单词。然后教师问路，学生根据地图说出目的地的路线，巩固本单元所学内容。T: Where is the Italian restaurant? Ss: Its next to the park.Step 2 Presentation&Practice通过呈现习题，让学生
40、预测听力重点内容，然后听录音并完成习题，培养学生良好的听前预测习惯。B. Lets check1. 呈现Lets check部分图片，学生看图说出对应场所的名称。T: Do you remember these places?Ss: Hospital, post office, school, cinema, bookstore, museum.2. Listen and tick the places you hear.播放录音，学生勾出所听到的单词，然后师生一起核对答案。3. Write the words under the pictures. 学生在课本上写出对应场所的单词，然后师生一
41、起核对答案。4. Listen again and answer. A. 学生快速浏览Lets check部分的习题，提前预测听力重点内容。B. 老师播放录音，学生根据所听到的内容完成两个题目。C. 师生一起核对答案。（1） Where does the boy want to go? He wants to go to the museum.（2） How can he get there from the post office? He can go straight ahead and turn right at the cinema.5. Listen and repeat.教师再次播
42、放录音，学生跟读。然后教师引导学生找出短文的关键信息。B. Lets wrap it up1. 以小组为单位，请学生们列举出所学过的方位介词。看哪组列举得又快又多又准。T: Can you say sentences with these words?S1: The bookstore is next to the school.2. Make sentences. 呈现一张地图，教师问问题，学生利用方位介词描述该场所的位置。T: Where is the post office?Ss: The post office is next to the science museum.T: Now
43、Im in the cinema. How can I get there? Ss: .Step 3 Consolidation&Extension通过回答问题，训练学生在语篇中捕捉细节信息的能力，深入对故事的理解。 Story time1. 呈现Story time板块的图片，介绍故事背景，引导学生预测事故。T: What does Zoom want to do? Ss: He wants to eat the food.T: Where can he buy it? 2. Watch and answer.播放视频，老师问问题，学生回答问题。T: Where is the London
44、Eye?S1: Its next to the film museum near the Thames.T: How can they get to the Thames?S2: Go straight and turn left.3. Listen and repeat.A. 老师讲解Thames和London eye的背景知识并介绍两者的位置关 系。 B. 课件播放录音，学生跟读课文。4. Look and order.课件呈现故事的图片，学生根据故事发展情节给这些图片排序。5. Role-play. 学生上台表演故事。Step 4 Summary&Homework小结：师生共同回顾本单元所学的有关场所的词汇及介绍场所方位的句型。作业：1. 复习本单元重点单词和句型。2. 完成本课时对应的练习。教学反思
