第一篇：Unit6教案

Period Three(Section A 3a---3c)Knowledge and skill：

1.Master the key words and expression:

object, magic, stick, hide, tail, turn…into, excite, western

2.Learn to tell stories.3.Develop students’ reading and comprehensive skills.Processes and method: Employ task-based teaching mode,and get the students to learn language points by reading drilling.Emotion ,attitude and value：

Arise students’ interest in legends.Difficulties and focus: Master the key words and expressions.Learn how to tell stories

Develop students’ comprehensive skills.Step 1 Revision Let some Ss tell the story of Yu Gong moves a mountain.Step 2 New words 1.Look at the pictures and learn about the new words.1.object n.物體 2.tail n.尾巴 3.stick n.棍；條 4.excite v.使激動；使興奮 5.western adj.西方的

Step 3 Warming-up 1.Look at the pictures and answer the questions.1.Who are they? 2.In which book are they the main characters? 3.Which character do you like best? Keys: 1.They’re Zhu Bajie, Su Wukong, Sha Heshang and Tang Seng.2.Journey to the West.3.I like Monkey King best.4 Watch a video about the Monkey King.Step 4 Reading Work on 3a: 1.Tell Ss to read the article in 3a quickly and try to find the answers to the questions: ① Which book is talked about? ② Who is the main character? ③ What is he like? Ss read the article quickly and try to answer the questions: 2.The Monkey King.3.He is not just any normal monkey.In fact, he sometimes does not even look like a monkey!Work on 3b: What he can do: ① He can make 72 changes to his shape and size, turning himself into different animals and objects ② He can make his magic stick small or large.What he can’t do:

Unless he can hide his tail, he can’t turn himself into a person.Step 5 Careful Reading 1.Read the passage again and judge the sentences below True or False.1.Most pupils in England watch the TV program called Monkey in 1979 for the first time.2.Journey to the West is a new Chinese book.It’s new to Chinese children 3.Monkey King is just a normal monkey.4.Monkey King can make 72 changes to his shape and size.5.If the Monkey King can hide his tail, he can turn himself into a person.6.The Monkey King uses a magic stick to fight the bad people.7.The Monkey King’s magic stick is so long that he can’t hide it in his ear.8.Western children like to read this book because the Monkey King keeps fighting to help the weak and never give up.Keys: 1: T 2: F 3: F 4: T 5: T 6: T 7: F 8: T Work on 3c Let students complete the sentences with phrases from the passage.Check the answers。

Keys: 1.traditional 2.came out, became interested in 3.make 72 changes, turn himself into 4.is able to Step 6 Language points 1.…turning himself into different animals and objects.turn…into… 變成

e.g.I have a dream that I've turned into an elephant.我夢見自己變成了大象。2.But unless he can hide his tail, he cannot turn himself into a person.unless conj.如果不；除非。引導條件狀語從句，=if…not。e.g.Unless I do, we’ll be lost.如果我不這樣做, 我們會迷路的。hide v.隱藏；隱蔽。(hide-hid-hidden)e.g.Where did you hide the money? 你把錢藏哪里了？

I hid the broken plate behind the table.我把打碎的盤子藏在餐桌后面了。3.…the Monkey King uses a magic stick.magic adj.有魔力的；有神奇力量的

e.g.All the people heard of the magic carpet.所有人聽說過魔毯的故事。Step7 Exercises Ⅰ.Choose the correct words.magic, birth, hide, tail, turn…into, western 1.Four years later, Laura gave _____ to a son.2.They want to _____ the old house into a hotel.3.England lies to the _______ part of Europe.4.She broke her _______ mirror into pieces.5.Dogs wag their_____ when they’re pleased.6.Don’t ______behind the door.It’s not safe.Keys: birth, turn, western, magic, tails, hide Ⅱ.Fill in the blanks.1.A neighbor ______(call)Tony, helped me repair my fence yesterday.2.The Monkey King can make 72________(change)to his shape and size.3.His uncle isn’t interested in _________(play)chess at all.4.The two boys kept ________(skate)for one hour.5.No one _______(be)able to answer him at that time.Keys: called, changes, playing, skating, was Homework Make sentences with these words.be able to;make 72 changes, turn…into;so…that;came out;become interested in;keep doing sth.Board Design

Which book is talked about? Who is the main character/ What is he like?

Step8教學反思

本課時是閱讀課，旨在通讀文本閱讀，教學生學會講故事，在了解中國傳統神話故事的同時，提高閱讀領悟能力。由于話題是學生熟悉且喜歡的孫悟空，所以同學們表現了極高的學習熱情，都能積極地發言，踴躍參與活動，很好地完成本節課的任務，達到了預期的教學目標，并且培養學生閱讀的習慣。

第二篇：Unit6 Me教案

Unit6 Me Teaching aim: 1.To learn the letters and the story.2.The pupils can act out the story.3.Never give up and love our families.Teaching important: 1.Master the sentences.Teaching difficult: How to act out the story.Teaching tools: Multi-media, PPT ,cards and stickers.Teaching steps Step 1 Warm-up 1.Greetings.2.Sing an English song.3.Free talk.(Introduce themselves)Step 2 Presentation 1.Show them a cat Mimi, then ask “Mimi is not happy, why?” 2.Show them a video and lead them to answer “He can’t see his mum.”

3.‘Who does he see in the story?’Lead them answer ‘rabbit, dog, mouse and a cat.’ Then teach the sentences one by one by listen and repeat.4.Show them pictures ,then ask them to circle and say, lead them to fill in the blank.5.Show them videos of kangaroo and lion.Then lead them to make new stories.6.Listen and have a look , Mimi find his mum.Then lead them to say out the sentences “My ?Your?,too.” Step 3 Practice 1.Let’s chant.2.Listen and read follow the video.3.Say and act.4.Group work.Choose and act.5.Sing a song.(Mummy, Daddy)6.Read the sentence patterns on the blackboard.Step 4 Homework 1.Listen to and read unit 6.2.Act out the story.Unit 6 Me Are you my mum? Yes.No.My?is?/My?are?

Shen Xiaoyan

第三篇：Unit6 Colours 教學教案

Unit6 Colours 教學教案

Teaching objectives：

1.student can listen speak read write this words： red, yellow, green,orange...2.student can use this Sentence： What colour is the/my/your...,and use

It’s

answer questions

3.student can Consolidate this sentence： Look at the/my/your...And learn Praise

4.Create a good atmosphere for learning English, stimulate students' interest in

learning English

5.Through the understanding of the world, cultivate students' aesthetic ability The focus of teaching：

1.student can listen speak read write this words： red, yellow, green,orange...2.student can use this Sentence： What colour is the/my/your...,and use It’s

answer questions Teaching difficulties：

1.A few words about the main colors of the sound of brown, white, orange etc..2.student can said the sentence What colour is it now? It’s...The teaching process:

一、Warm-up

1、Greetings.2、Sing a song: colour song.二、Revision

1、With the letter card review the 26 letters and vowels.2、Review unit word cap shirt......三、Presentation

1、T:Look at this picture? what’s this?

S:It’s flower.....2、T: Now ,look at the pictures.:red, blue, yellow, black, green,and, white...3、learn story time（1）Watch the cartoon,then answer the question:

1.Who is she ?

2.What kind of show did Yang Ling give? 3.What colour is the first skirt?......(2)Watch the cartoon again,then complete:

Look at my skirt.It’s_______.What colour is my skirt____? It’s______.What___is____ now?

It’s red___yellow.4.Follow the video by imitation

5.pair work 四．Practice

1、Play a guessing game.What colour is the skirt?

What colour is the sweater?

What colour is the cap?

What colour is the T-shirt?

五、Homework

1、Listen speak read write this words two times

2、Sing the song: colour song

3、Draw a picture and say the colours.1106 2011302 張蕊

第四篇：Unit6 How Many.教案

PEP三年級英語下冊

《Unit6 How Many?》

Part A Let‘s learn教學設計

群力小學

陳珊珊

一、教學目標

1、認知目標：

（1）能夠熟練運用數字eleven, twelve, thirteen, fourteen, fifteen。（2）能結合所學句型: How many...?進行相關對話游戲。

2、能力目標：

（1）聽說認讀數字11--15，并能在日常生活中拓展運用，感受數字的重要性。（2）根據指令做動作，培養一定的直接思維能力。

（3）注重各學科間的滲透，創設多種情景教學，激發學生勤于思考，主動探究，積極參與的能力。3．情感態度目標:（1）將教學內容與生活相連，引導學生關注生活，熱愛生活。（2）通過多種教學活動，培養學生參與合作，勇于競爭的意識。

二、教學重點和難點：

（1）數字thirteen, fifteen的發音和認讀。

（2）在熟練地認知五個生詞的基礎上，能在相關的情境中進行交際、運用。

三、教學準備

單詞卡片、課件。

四、教學過程

Step1:Warm-up/Revision

1、Free-talk T: Hello!***。Good morning.How are you? / How old are you? / Where are you from? …

2、Let’s sing a song.全班活動，課件播放第一冊Unit6A部分let’s sing“Ten Little Candles Dance”，學生邊聽邊拍手邊跟唱。

3、學生報數引出新課。

Step2：新課呈現（Presentation）Teach the new words: eleven、twelve、thirteen、fourteen、fifteen.(1).教師課件出示一張有11只老虎的圖片。T:How many tigers? Let’s count together.one、two、three...eleven.帶讀eleven.(2).用同樣的方法教學：twelve、thirteen、fourteen、fifteen.(3）.5個單詞全部呈現完畢之后，老師帶學生看圖，出示標有11號的小船，讓學生用英語說數，依次認識12到15。認識13、14、15數字時，分別把three,four,five寫在旁邊，讓學生比較這三組單詞在音、形上的異同點，加深學生對數字的認識。Step3：趣味操練（Practice)（1）、學生們坐在座位上，用one by one的方式，一個對著下一個快速報數，報到fifteen后又馬上從one開始，訓練學生的快速反應能力。

(2)、準備2份五張標有英語數的圖片，教師說英語單詞，學生迅速舉起相應的圖片，比一比誰又快又準確。（3）、計算英文算式：如:nine＋four＝?請學生快速用英語說出答案。Step4：‘快樂升華（Consolidation）：

A、用How many...do you see? I see...句子說話。B、Ask and answer。Step5：小結。

板書設計：

Unit6

How many?

eleven

twelve

thirteen

Fourteen

fifteen

2013年4月15日

第五篇：Unit6 How Many 教案

Unit6 How Many? 教學設計

教學內容：PartA Let’s learn 教學目標：

1、認知目標：

（1）能夠熟練運用數字eleven, twelve, thirteen, fourteen, fifteen。

（2）能結合所學句型: How many...do you see? I see...進行相關對話游戲。

2、能力目標：

（1）聽說認讀數字11--15，并能在日常生活中拓展運用，感受數字的重要性。

（2）根據指令做動作，培養一定的直接思維能力。（3）注重各學科間的滲透，創設多種情景教學，激發學生勤于思考，主動探究，積極參與的能力。3．情感態度目標:（1）將教學內容與生活相連，引導學生關注生活，熱愛生活。（2）通過多種教學活動，培養學生參與合作，勇于競爭的意識。

教學重點：學習和掌握數字11－15 教學難點：

（1）數字的認讀及數字thirteen, fifteen的發音和認讀。（2）在熟練的認知五個生詞的基礎上，能在相關的情境中進行交際、運用。教學準備：單詞卡片 教學過程

Step 1:Warm-up/Revision

1、問候

T: Hello!Boys and girls.S: Hello!Miss Wang.T:Nice to meet you.S:Nice to meet you too.【設計意圖：上課伊始，師生用英語對話，營造良好的英語學習氛圍。】

2、熱身Let’s chant.全班活動“jump!jump!jump!”，學生邊做動作邊跟唱。

3、Let’s play 【設計意圖：通過游戲讓學生復習數字1-10】 Step 2：新課呈現（Presentation）

1、課件展示本單元主情景圖，創設在公園玩的場景，通過學生的free say，既復習了舊知識，又為新句型的引入做了很必要的鋪墊。將本單元的主要內容，通過信息整合的方式呈現，讓孩子們在情境中運用語言，在語言中擴展思維。I see bananas.I see oranges.I see apples.How many apples do you see? Let count.one,two,tree?ten.I see ten.【設計意圖：由課件呈現情景，自然過渡到課堂中來，使孩子們身臨其境?！?/p>

板書新句型:How many?do you see?

I see? Let’s chant.How many...do you see? I see...How many apples do you see? I see one.How many apples do you see? I see two.? How many apples do you see? I see ten.【設計意圖：動感的chant句型設計，能大大吸引學生的注意力，使學生輕松牢記新句型?！?/p>

2、教師課件出示一棵apple tree.（1）T:How many apples do you see? Let’s count together.one、two、three...eleven.帶讀eleven.(2)用同樣的方法教學：twelve(3）30秒記憶之后，利用左右手游戲充分練習鞏固eleven,twelve的發音，突破本課教學難點。

【設計意圖：小游戲的有效設計不但可以輕松識記新知識，輕松突破教學難點，而且可以活躍課堂氣氛，愉悅的氛圍更能促進孩子們的習得?！浚?）通過孩子們非常熟悉的數學加法，掌握新詞匯，體現了各學科信息整合的聯系性。I have some questions,Who can help me? 1+10= 2+10= 3+10= 4+10= 5+10= 教學thirteen

fourteen

fifteen 【設計意圖：課件將詞匯的個性展示，孩子們輕松了解數字詞綴“teen”的發音規律】

Step 3：單詞趣味操練（Practice)

1、手指次數

2、前后左右

3、Touch the cards

4、擊鼓傳花

5、課件出示數字學生快速反應英文，如果看到happy face，學生鼓掌示意，訓練學生的快速反應能力。

If you see numbers,read loudly.If you see a happy face,please clap your hands.【設計意圖：游戲活動，有利于活躍課堂氣氛，能讓學生在快樂的游戲氛圍中輕松地牢記新詞匯。】

2、游戲課件最后出示動態小魚圖片，引入課本句型。T: How many fish do you see? You can guess.Step 4：快樂升華（Consolidation）： Guessing game: How many pencils do you see? Step 5：Summary This lesson we have learned an important sentence structure: How many...do you see? I see...We should further learning and application of learning in the future.Step 6：.Homework for today

1、用“How many?do you see ? I see?”句型向同學詢問周圍物體的數量。

2、熟記本課時5個關于數字的英語單詞。Step 7：板書設計： Unit6 A Let’s learn.How many ? do you see? I see ?.eleven

twelve thirteen fourteen fifteen

Unit6 How Many? 教學設計

皋蘭縣泥灣小學 教師：王麗萍