人教版六年级下册英语教案人教版六年级下册英语教案篇1教学目标：1.能识别词汇：raincoat,会书写单词：coat2.学会运用whyarewewearingaraincoat?bec下面是小编为大家整理的人教版六年级下册英语教案,供大家参考。
我们只有保持认真的心态，才能写好教案，我们都知道教案是帮助活跃课堂的重要工具，对于它的制定你应该也有自己的想法吧，下面是小编为您分享的人教版六年级下册英语教案5篇，感谢您的参阅。
人教版六年级下册英语教案篇1
教学目标：
1.能识别词汇：raincoat,会书写单词：coat
2.学会运用why are we wearing a raincoat? because it’s going to rain .来询问和回答有关原因的语句。
重点难点：
1.能识别词汇：raincoat,会书写单词：coat
2.学会运用why are we wearing a raincoat? because it’s going to rain .来询问和回答有关原因的语句。
教学过程：
step 1：warm-up and show the learning aims
1、future tense with “be going to”
2、vocabulary and phrases: wear raincoat theatre go into be afraid of throw…out of
3、t: boys and girls, today we are going to learn module 9 unit 2because it’s going to rain. (板书课题并齐读) first，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
step 2: show the guides (指导自学)
1、look at the pictures and listen to the tape carefully for “because”。
2、play the tape again and have the students to imitate.
the teacher read the original text slowly.
3、look and say：say the right, whole dialogues.
4、 let make silly sentences.
for example:
i’m wearing a dress，because i’m going to go swimming.
step 3: explain the knowledge. (点拨)
1.小组内解决自己不懂的地方。
2.notice:“ why”and“ because”
step 4. finish a task
写出下列动词的ing形式
do_____ run_________ take________
look________ laugh________ make_________
根据句子意思填空
1. why are you ________ a hat?
because it’s going to be ________.
2. why are you wearing a __________?
because i’m going to ________football.
3. it’s going to be cold. i am going to wearing a ________.
4. i’m going to ________. so i take my swimsuit.
板书设计：
unit 1 why are you laughing
because…。
laugh大笑smile微笑
人教版六年级下册英语教案篇2
教学目标：
1、能听懂、会认、会读、并识别physics 、chemistry 、history 、geography等单词。
2、能运用i"m going to study___.等语句来介绍将来的中学生活。
重点难点：
1、能听懂、会认、会读、并识别physics 、chemistry 、history 、geography等单词。
2、能运用i"m going to study___.等语句来介绍将来的中学生活。
教学过程：
step 1：warm-up and show the learning aims
t: my kids, yesterday we learnt sam is going to go to middle school, and he is going to study physic chemistry, history . today let talk about what are you going to study? (板书课题并齐读) first，please look at our learning aims.(出示本课学习目标，教师慢慢读，学生仔细看、认真听。)
step 2: show the guides (指导自学)
1、review some words about subjects chemistry ,math ,history chinese…
2、t: look at here. she is lily and he is peter. we"ll watch a video about them. before watching the video, let"s see three tasks.
(1)look at the pictures and read the text
(2)listen to the tape and read each sentence.
(3)students read the sentences and the new words. then talk each other
3、talk to a friend. what are you going to study? choose and draw three subjects.
4、memory game: how are you going to go to school?
step 3: practice
ask and answer
where are you going to study?
what are you going to study?
板书设计：
unit 2 what are you going to study?
a: what are you going to study?
b: i am going to study chinese, math history, and chemistry
人教版六年级下册英语教案篇3
人教pep版六年级英语下册unit 4单元教案
第一课时
教学目标
1.能够听懂、读懂句子:there was only one small building on a hill. i looked it up on the internet.
2.能够完成let"s try部分的练习。
3.能够听懂、读懂对话,并进行角色表演。
4.能够根据学校实际,运用there be 结构描述学校过去和现在的变化,正确使用there was/were和there is/are,会用could+动词原形表示过去。
教学重点
1.能用there was/were句型描述过去的情况。
2.正确使用时间状语,区分使用一般过去时和一般将来时。
教学难点
1.能够根据学校实际,运用there be 结构描述学校过去和现在的变化。
2.会用could表示一般过去时。
教学准备
教师准备:
1.本课时的录音。
2.本课时的教学挂图。
3.一张学校的老照片。
4.本课时的教学课件。
学生准备:
1.水彩笔。
2.白纸。
教学方法
1.角色表演教学法
利用let"s talk 中的对话,学生分角色朗读对话。在训练学生口语的同时,让学生熟练掌握there be 句型的一般过去时(表示过去存在)的用法。
2.情境教学法
教师把以前的旧照片展示给同学,创设情景,让同学根据照片的内容用there was/there were 去描述,理解there was/there were 指过去某地有某物。
教学过程
step 1: warm-up
1.教师热情地和学生打招呼问好,做简单的free talk。如:
t: how was your weekend?
s1: it was great.
t: where did you go last weekend?
s1: i went to the zoo.
t: what did you do there?
s1: i saw many monkeys and took lots of pictures.
2.教师播放四年级下册第一单元let"s sing—our school,师生一起唱,创设气氛。然后回顾学过的有关学校设施的词汇。
3.“切面包”游戏。教师出示面包状卡片,上面有数个单词,它们之间没有间隙,学生识别后,用小刀将单词在间隙处切开,如:
thereisalibraryanda
playgroundinmyschool.
4.main scene
(1)教师出示教学挂图,问:what can you see in the picture? how many people are there in the picture? who are they? what do they talk about?引导学生根据观察到的情况说一说。
(2)教师根据图画内容,提问几个问题来引导学生理解图画内容,如:who is the man in the picture? did wu yifan"s father like pe? did they have a library in the school then?
step 2: presentation
let"s try
1.看完挂图,教师说:the school was small in the past. how about it now? let"s listen to the conversation.教师引导学生阅读本部分听力材料,熟悉听力要求。
2.教师初次播放录音,学生整体把握听力内容。
3.教师再次播放录音,学生听录音并判断对错。
let"s talk
1.听完录音,教师可以就听力内容问:grandpa couldn"t use computers when he was at school. why?学生回答后,教师板书句子:there were no computers or internet in my time. 领读并讲解。
2.教师继续问:can you use computers in your school now?学生回答后,教师出示电脑图片及句子:we can look up the news on the internet. 并重点讲解look up 的意思。
3.教师问:who is the first man got to the moon?学生无法正确回答,教师说:i looked it up on the internet.教师出示图片,告诉学生有关人类登上月球的一些具体情况:the americans took about five days to get there in 1969.然后问:are you going to visit the moon one day?学生回答后,教师说:sarah is going to visit the moon one day.引导学生注意教师所用的时态有何不同。
4.教师引导学生观察本部分插图,然后引导学生初读let"s talk部分的对话,学生边读边理解对话内容。
5.学生读后,回答教师提出的问题,如:was there a library in grandpa"s old school? how many buildings were there? what was grandpa"s school like? 然后,师生一起核对答案。
6.教师播放let"s talk部分的录音,学生听录音模仿语音语调并跟读。
step 3: practice
1.连词成句
教师用纸条或多媒体出示本部分已经打乱顺序的重点句子的单词卡片,学生以小组为单位讨论,快速组成句子者得一分,最后看哪个组组得又快又好。
2.“画一画”活动
教师引导学生根据对话内容,把grandpa的.旧学校画出来,评一评哪位同学画得最符合要求、最真实。
3.完成全品学练考—课后练43页第二题。
step 4: extension
1.draw and talk
学生准备白纸和水彩笔,画一画自己的学校五年前的样子和现在的样子,比一比有什么不同。然后试着用“there was/were…”和“there is/are…”来描述图画的内容。
2.各小组内评选出“最美绘画者”,到教室前进行评比,看哪个组画得好、说得流利。
3.完成全品学练考—课后练43页第一题。
step 5: sum-up
1.师生一起回顾本课时所学内容,总结重点短语及句型。
2.师生一起总结there be结构的用法。
step 6: homework
1.画一画自己的家乡或城市的变化,并尝试用英语描述出来。
2.完成全品学练考—课后练43页第三题。
板书设计
unit 4 then and now
there was no library in my old school.
there was only one small building on a hill. in the past
there were no computers or internet in my time.
i looked it up on the internet. now
与本课相关的语法点及可选用的习题
1.there be 结构是英语中陈述事物客观存在的常用句型,表示“有”,其确切含义是“存在”,要表达“某个地方或某个时间存在什么事物或人”的时候常用“there be + 名词+ 地点(时间).”这一句型。如: there are some students in the dormitory. 在宿舍里有一些学生。
(1)there be 结构中的主谓一致
当动词be后所接的名词是可数名词单数或不可数名词时,be动词应该用单数is;当其后所接的名词是可数名词复数时,be动词用复数are。
如:there"s a man at the door.
there are some strangers in the street.
(2)there be 结构中的时态
there be 句型中系动词be可以有一般现在时、一般过去时和一般将来时。
2.单项选择。
( ) (1)there ______ a map on the wall of our classroom.
a.is b.are c.was
( ) (2)there _______ some books on the desk.
a.was b.are c.is
( ) (3)there ______ a small building on the hill two years ago.
a.is b.are c.was
( ) (4) ______ there a library in your school three years ago?
a.were b.is c.was
( ) (5)there ______ an english book and three bags on the floor.
a.were b.are c.is
3.选用全品学练考里的相关习题。
教学反思
本课时以学校变化为话题,谈论时间流转及事物的变化。主要引导学生通过谈论这个话题,练习there be的用法。为了创设学习的情景,教师引导学生回顾四年级下册有关学校的知识,以旧引新,然后观察自己的学校,画一画自己的学校,并尝试用英语描述出来,从而练习了目标语言。同学们对there was/there were有所了解,为后面的课文学习奠定了基础。
第二课时
教学目标
1.能够听、说、读、写重点词汇:dining hall, gym, grass。
2.能够运用there be结构描述学校过去和现在的变化,并用时间短语years ago, months ago, last year, last month做替换练习。
3.能够找出find the mistakes图画中的错误,并用英语描述出来。注意运用there was/were, didn"t+动词原形, could/couldn"t+动词原形等句式表达。
教学重点
1.能够运用there be结构描述学校过去和现在的变化。
2.正确使用时间状语…ago, last year/month/week。
教学难点
能够正确运用句型there was/were描述过去存在的建筑。
教学准备
教师准备:
1.本课时录音。
2.与本课相关的单词卡片。
3.本课时的教学课件和教学挂图。
4.学校的平面图。
学生准备:
1.自己画的家乡或城市变化图(或家乡旧照片)。
2.水彩笔及白纸。
教学方法
1.多媒体辅助教学法
教师利用大屏幕图片展示本课时的单词及短语:dining hall, grass, gym, post office, library,同时可以用纸制图片展示。
2.交际问答教学法
教师根据大屏幕上的图片,让同学根据句型:there was no library in my school ten years ago. 选用不同的名词进行句子练习,体会… years ago/… months ago的具体时间概念。
教学过程
step 1: warm-up
1.free talk.师生就日常话题进行问答,如:
t: how do you come to school?
s1: i come by bus.
t: how did you go to school when you were young?
s1: i went by car.
2.作业汇报
学生把上课时所留的作业在班内做汇报。用英语描述自己画的图画,先在组里进行练习,然后推选一人在班内做汇报。对于没有学过的短语,学生可能会用错,教师要及时帮助学生进行修正。
3.复习a let"s talk对话:
t: was there a library in grandpa"s old school?
s1: no, there wasn"t.
t: what was grandpa"s school like?
s2: there was only one small building on a hill.
t: how many days did americans take to get to the moon?
s3: about five days.
…
step 2: presentation
let"s learn
1.看地图,学单词
教师出示学校的一张平面图,引导学生观察图片,师生一起说说看到了哪些公共设施。从而复习单词:library, classroom, teachers" office, music room, art room, playground,然后出示草地图片,学习单词grass。
2.根据学校具体情况,如有体育馆的学校,教师可指着地图教会学生单词gym,然后出示图片,学生看图片,说说平常在里面做些什么活动。如果本校没有这个设施,教师直接出示图片,并给学生讲解这方面的知识。以同样的方式学习dining hall。
3.教师用大屏幕快速出示上面有关学校设施的图片,学生看图说单词。
4.教师出示一张旧的学校地图,问学生:was there a gym in our school twenty years ago?板书短语twenty years ago,学生理解意思后,回答教师的问题,教师板书句子:there was no gym in our school twenty years ago, but now there"s a new one in our school. 此处教师可根据自己学校的实际情况进行替换问答,从而学习短语months ago, last year, last month。
5.教师播放学生用书a let"s learn 部分的录音,学生听录音跟读短语和对话。
6.单词拼读比赛
人教版六年级下册英语教案篇4
课题：unit 5 on the farm
教学过程：
step 1 greeting and warming-up
1. t-ss greet.(师生问好，活跃课堂，拉近师生距离)
2. t: look at this man, what’s his job?
ss: he is a farmer.
t: his name is macdonald. he has a beautiful farm.
before class, let’s listen to a song, it’s about macdonald and his farm.
step 2 presentation and practice
1. teach: national day ,holiday, last
t: what day/date is it today?
出示cai指名回答these seven days is this week.(cai出示this week)
these seven days was last week.( cai出示last week)
t: what date was it?指名回答
t: yes. it was the first of october.
and it was the national day. (cai出示national day领读)
when national day comes ,we usually have a long holiday . i had a wonderful holiday.
2 .t：do you want to know what i did this national day holiday?
you can ask me what did you do?
指名几个学生提问，可提醒学生看黑板上早已贴好的句子。再次要求学生一起提问，师回答。
3.活动：washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻灯片呈现，让学生了解老师的活动
t:ok, boys and girls. do you want to go to the farm?
ss: yes. cai出示农场里人们干活的场景
t：ok，here we are. now we’re on the farm.
what can we do on the farm?can you guess?指名回答cai出示
s1:milk cows.
t：great. i can’t milk cows. can you teach me?示意学生动作。
教师边动作边带领学生朗读milk cows同时出示词组贴到黑板上
t：what can we do?指名学生回答
s2：?
t：good. collect eggs. (cai出示)师带领学生边做动作读词组。同时出示词组贴到黑板上
t：what else can we do?指名回答s3：?
t：right. water flowers.带领学生读短语。
t：what else can we water? it’s big and green.
ss：water trees.
t: good.出示词组water trees带领学生朗读，并将词组贴到黑板上。
t：what else can we water? it’s on the ground.指名回答
ss: water grass.看cai, t :what are these? they’re carrots.领读carrot出示单词图片pull up carrots
t: let’s pull up carrots.师带领学生做动作读词组，并将词组贴到黑板上。
t：what else can we do?
s4:?
t：boys and girls, let’s pick oranges. boys ,you’re tall and strong, please stand up and pick oranges.
师带领男学生们做动作读词组，并将词组贴到黑板上。出示一篮子橘子。
t：what are these? ss：they’re oranges.
t: do you want to taste my oranges?问几组学生，do you want to taste my oranges?
给学生分发橘子出示taste oranges单词图片let’s learn how to read it.带领学生读/ei/，/ei/,taste.
step 3 listen, read and say
1 .t: helen was on the farm last week. what did she do last week? let’s ask her together, ok? cai出示问题，引导学生提问，what did you do last week? cai出示答案。
t: what did she do last week? ss: she visited a farm?。
t: yes, helen visited a farm with her family on monday and tuesday.
do you want to visit a farm?出示词组visit a farm领读数遍，并将词组贴到黑板上。
t：helen visited a farm. here ed is pronounced /id/,领读visited，将ed贴到黑板上visit后面。
2. t：what did helen do on monday? who can ask? cai出示，指名学生提问。
t: what did helen do on monday?引导学生一起回答，she watered trees.拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。
t: what else did helen do? let me ask her.师问what else did you do on monday, helen?，please listen ! cai出示答案。
3. t: what else did she do? together answer.
ss: she pulled up carrots.师出示ed/d/,领读单词，并将后缀贴到原来单词后面。
t: helen visited a farm on monday. she pulled up carrots and watered trees.贴图mon. how about tuesday? can you ask her? boys have a try.要求男生齐问。cai出示答案。
4. t: what did she do on tuesday?
ss: she milked cows.出示ed/t/领读该词组，并将ed贴到原单词后面。
5. t: what else did she do on tuesday?
ss: she collected eggs.
t: here ed is pronounced /t/,/d/ or/id/?which one?引导学生一起复述，helen visited a farm. on monday she watered trees and pulled up carrots.
t: how about tuesday?
ss: he milked cows and collected eggs.
6. t: helen did a lot of things on a farm.
what else did she do on the farm? let’s watch the cartoon.出示cai，
t: what else did helen do on the farm?再次出示cai，提醒学生看屏幕。
ss: she picked oranges.师拿出ed，
t：who can add ed for us?指名，stick for us.领读picked oranges
t: she picked oranges and tasted them.师做动作表明品尝。which one?指名回答。
here ed is pronounced /id/ ,who can add for us?指名加后缀。
7. t：were there any fruits on the farm?
ss：yes.
t: were there any apple/pear/banana trees on the farm?学生齐答。引导学生齐说
ss: there were apple trees, orange trees and pear trees.
t: nancy wants to go to the farm. so i think the farm is wonderful.(出示wonderful一词，领读)
8. t: helen did a lot of things on the farm.
she had a wonderful holiday.
but her friend nancy also had a good time, what did she do last week?
let’s listen, read and choose. cai出示，学生听。
提供问题，what did nancy do last week? ok, you can choose. cai出示选项。师读三条选项。指名学生回答。
出示watch a film.词组领读。 here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。
9. t: nancy watched a film with her family.
did she like the film?
did her family like the film?
yes, they all like the film very much.
t: let’s enjoy the whole cartoon.播放整篇课文录音。
do you like the cartoon? ss: yes.
t: it’s interesting. cai出示课文前言。
t：please read the narration and try to answer the questions. read by yourself.学生自读前言。
t：attention please. ok, show time. is the first day of school after the holiday today?指名回答，带领学生读体现该答案的原句。
10. t: take out your books and turn to p38,let’s read after the tape, please try to imitate it.跟录音读。
跟读过程中教授fun出示单词卡片贴到黑板上出示cai，here are five sentences for you. read and judge, whether they’re true or false.要求学生拿出课前发的判断题，学生自己答题。
t: let’s check the answer.集体校对。提醒学生看黑板。
11. t：look at the screen. here’re five pictures from the dialogue. i’d like to read it. i want to be helen. who wants to be nancy?指名一个学生与师示范朗读。
t：choose one picture which you like and practise it with your partner.学生选择一幅图操练指名学生朗读。
step 4 retell the dialogue
根据黑板上的短语，指名要求学生复述课文。 (通过复述课文，检查并培养了学生的理解能力和口语表达能力，调动了学生的理解，促进课堂学习效率。)
step 5 do a report
t: i had a good time this national day holiday.
please look at the screen.(cai)学生看视频表格，师描述自己的国庆节假期。
t: according to the things what i did, complete the passage. please take out the paper and write down the words.学生自己根据表格完成短文。
校对，指名一个学生朗读短文。
(让学生用自己的`语言来叙述自己的故事，给学生提供拉真实的情景去使用语言，以活动促说，以活动促用，充分体现了任务型教学理念，发展了学生的语言技能，提高了学生应运用语言的能力)
step 6 assign homework
1. listen to the tape and read after it.
2. copy the new words and phrases for three times.
3. finish the story about your holiday
人教版六年级下册英语教案篇5
教学课题：
译林版《牛津小学英语》6a第五单元parta(listen，read and say)
教材分析：
本课是江苏译林版牛津英语6a unit5的中第一教时的内容，这是学生初次接触过去时，只要求学生能在教学过程中，掌握其时态结构和过去分词的构成，并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时，所以在制定教学步骤的过程中，通过和一般现在时进行比照，来掌握一般过去式的结构。
教学方法：
我将采用情景法、游戏教学法、直观演示法、交际法等教学方法，以学生为主体，以过去式话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。
教学目标：
1.能正确的听、说、读、写词汇holiday, last, early, meet, before
能正确的听，说，读词汇fun, national day, a film, wonderful
2.能正确的听、说、句型what (else) did you do??we/i?
3.能正确地运用对话中的日常交际用语和三会句型did you like the film?
it was a funny cartoon. we all liked it very much.. were there any fruit trees on the farm? there were apple trees, orange trees and pear trees.
4.能正确地理解、掌握对话内容，并能朗读、初步表演对话。
5.能运用本课所学语言谈论过去所做的事情。
教学重点：
能正确地理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：
能比较流畅的朗读对话，并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。
课前准备：
1.教具准备
a.单词，句型卡片。
b.练习题纸。(每人一张)
c.设计并制作多媒体教学课件，准备多媒体教学的设施。
2.板书准备
推荐访问:人教版六年级下册英语教案 下册 人教版 英语教案