六年级英语上册.doc

Module1 Unit1题目How long is the Great Wall?题材（主要）内容通过Daming的介绍，Simon了解到中国著名的万里长城有多长，有多古老，并能用How long is the Great Wall? Its How old is the Great Wall? Its 进行描述。同时Daming邀请Simon将来访问中国时，一起去爬长城。教学目标语言知识目标功能学习描述建筑物。语法（结构、句子）学习用一般现在时进行描述：How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old.词汇听要求学生在听课文录音时能辨别出单词：thousand, kilometre, million, might 说要求学生能在句子中正确使用单词：thousand, kilometre, million, might语言技能目标听听课文录音时能听懂How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old. Tell me more about等引导的句子以及Unit 1的课文。说能够运用课文词表中出现的单词；能够运用How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old. Tell me more about.描述建筑物以及Unit 1的课文。读能够利用图片的提示和录音内容认读单词：thousand, kilometre, million, might能看图朗读课文中How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old. Tell me more about等引导的句子以及Unit 1的课文。写能够正确抄写单词：thousand, kilometre, million, might句子：How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old. Tell me more about学习策略在学习英语时候能够制定简单的学习计划。文化意识了解中国举世闻名的建筑物长城以及英国的著名建筑物。情感态度抱着认真学习的态度，积极模仿录音，大声朗读英语。任务1. 学习并运用课文中的有用句式How long is the Great Wall? Its ten thousand li long. How old is the Great Wall? Its more than two thousand years old.来描述 建筑物。2. 收集旅行时拍摄的各地的照片或者网络图片，为各地的标志性建筑物配写简单说明。 学法指导：1、There werent any swings here before.There be 句型表示“某地有某物”，可译为“有”.它的基本用法：There is+可数名词的单数或不可数名词+表示场所的介词短语。There are+可数名词的复数形式+表示场所的介词短语。例：There is some water in the glass.玻璃杯里有一些水（不可数名词） There is a pond here. 这里有一个池塘。（可数名词单数） There are some ponds here.这里有一些池塘。（可数名词复数）There was/were .表示过去“有”，以前“有” 例：There was a slide here before.以前这里有一个滑梯。There be句型的否定形式：在be后面直接加not，some变any；可译为“没有”.例：There were some swings before.以前有一些秋千。There werent any swings before.以前没有秋千。2、 Then lets go to feed the ducks,那么我们去喂鸭子吧。 Lets=let us 让我们 let sb(宾格)do sth.让某人做某事 例：Let her sing a song.让她唱首歌吧！让我帮助你!_ _ _ _!3、can 的过去式couldModule1 Unit 2题目Its twenty metres tall.题材（主要）内容Daming 与Simon 在谈论一个博物馆，它有200多年的历史，建筑物墙面上的时钟有50米高。Daming觉得建筑物很漂亮。教学目标语言知识目标功能进一步学习对建筑物进行细致的描述。语法（结构、句子）巩固学习一般现在时：Tell me more about Its a Its词汇听要求学生在听课文录音时能辨别出单词：place, building, ask, talk, nice说要求学生在句子中能正确使用单词：place, building, ask, talk, nice 语言技能目标听能听懂Tell me more about Its a Its等引导的句子以及课本活动1的内容；能够听懂课文歌曲。说能够运用课文词表中出现的单词；能够运用Tell me more about Its a Its描述建筑物以及课文活动1的内容。读能够借助图片的提示，认读单词：place, building, ask, talk, nice；能看图朗读活动1的内容。写能够正确抄写单词place, building以及Tell me more about Its a Its引导的句子。学习策略对所学内容能主动练习和实践。文化意识了解更多的建筑物，并能进行描述。情感态度积极模仿录音，喜爱英语歌曲，积极完成学习任务。任务1. 学习课文活动1、2的内容，描述建筑物。 2. 小组讨论自己最喜欢的一处景点（或建筑物）。3. 同学互赠风景明信片，并在背面注上简短英文说明。1、 物主代词形容词性物主代词myyourhisheritsourtheir 名词性物主代词mineyourshishersitsourstheirs形容词性物主代词：相当于形容词，在句子中作定语，放在名词前面。如：your eyes, our teacher名词性物主代词：相当于名词，在句子中作主语、宾语或表语，名词性物主代词相当于“形容词性物主代词+名词”其后不能再跟名词。如：Whose cat is this? Its hers.这是谁的猫？是她的。2、whose 意为“谁的”，对“谁的”提问 Who 意为“谁”，对“谁”提问 例如.Who is he? He is Sam. 他是谁？他是Sam. Whose cat is this? It is Sams. 这是谁的猫？它是Sam.的。3.want to do sth 想要做某事，want 后跟动词时用to do形式如：He wants to feed the ducks. 他想喂鸭子。Module 2 Unit 1题目There is a big Chinatown in New York.题材（主要）内容主要围绕Daming写给妈妈的一封电子邮件这一主题展开， Daming把他在纽约唐人街看到的、吃到的和听到的语言都介绍给妈妈，并提及了Simon特别想访问中国，想去爬中国的长城。教学目标语言知识目标功能学写电子邮件；谈论过去的事情。语法（结构、句子）学习一般过去时：Where did you go last Sunday? I went to What did you see? I saw What did you eat? I ateThere was/wereI did.Did you? Yes/No词汇听要求学生在听课文录音时能辨别出单词：surprise, everywhere, restaurant, different, dancing, weekend 说要求学生能在句子中正确使用单词：surprise, everywhere, restaurant, different, dancing, weekend 语言技能目标听能听懂Where did you go last Sunday? I went toWhat did you see? I sawWhat did you eat? I ate There was/were I did Did you? Yes/No等引导的句子以及Unit 1的课文。说能够运用Where did you go last Sunday? I went toWhat did you see? I saw What did you eat? I ate There was/were I did Did you? Yes/No描述某事。读能够利用图片的提示和录音内容认读单词：surprise, everywhere, restaurant, different, dancing, weekend能看图朗读课文中Where did you go last Sunday? I went toWhat did you see? I sawWhat did you eat? I ate There was/were I did. Did you? Yes/No等引导的句子以及Unit 1的课文。写能正确抄写单词：surprise, everywhere, dancing, park, zoo句子：There is a Chinatown in New York. We ate in a Chinese restaurant. We saw Chinese dancing.学习策略通过日常的电子邮件等方式锻炼应用英语的能力。文化意识了解什么是电子邮件，并意识到它的方便与快捷，以及相关的网络知识。情感态度积极模仿录音，听说英语。任务运用句式Where did you go last Sunday? I went to What did you see? I saw What did you eat? I ate There was/were I did Did you? Yes. / No 学习给好朋友或老师写一封电子邮件，把你去过的地方，吃过什么，看到什么等有趣的景象介绍给你的朋友和老师。Module 2 Unit2题目I went to a library yesterday.题材（主要）内容Xiaoqiang, James, Ruby 分别给自己的朋友发邮件，告诉朋友自己昨天做了什么，看到了什么等，并表示自己过得很愉快。教学目标语言知识目标功能用写邮件的方式与朋友交流，谈论过去发生的事情。语法（结构、句子）巩固复习一般过去时描述：We went to the Ming Tombs yesterday. I went to a library yesterday. I wrote three emails yesterday.词汇听在听课文录音时能辨别出单词：surprise, everywhere, restaurant, different, dancing, weekend说能够在句子中正确使用单词：surprise, everywhere, restaurant, different, dancing, weekend 语言技能目标听能听懂We went to the Ming Tombs yesterday. I went to a library yesterday. I wrote three emails yesterday.等句子以及课文中三封邮件的内容。说能够运用课文词表中的单词表达成句；能够仿照We went to the Ming Tombs yesterday. I went to a library yesterday. I wrote three emails yesterday. 进行描述并能说出课文中三封邮件的内容。 读能够利用图片和录音内容认读单词：surprise, everywhere, restaurant, different, dancing, weekend能流利读出课文中三封邮件的内容。写能够正确抄写单词：surprise, everywhere, dancing, restaurant, different句子：There is a Chinatown in New York. We ate in a Chinese restaurant. We saw Chinese dancing. 学习策略养成通过不断地输入语音材料学习英语的习惯。文化意识情感态度有兴趣学习英语，积极模仿录音，大声朗读英语。任务1. 运用Where did you go last Sunday? I went to What did you see? I saw What did you eat? I ate There was/were I did. Did you? Yes. / No写邮件与朋友进行交流。2. 向朋友介绍自己昨天发生的事情。Module 3 Unit 1题目Have you got any stamps from China?题材（主要）内容当Daming看到Simon整理邮册时，才知道Simon喜欢集邮，并有许多国家的邮票。为了给Simon更多的中国邮票，Daming答应Simon以后多寄一些中国的邮票，同时Simon送Daming一些美国和加拿大的邮票，所以Daming也拥有了一本邮册。他们很开心。教学目标语言知识目标功能谈论集邮的兴趣。语法（结构、句子）学习现在进行时：What are you doing? Im putting my new stamps into my album.现在完成时：Have you got any stamps from China? No, I havent.词汇听要求学生在听课文录音时能够辨别出单词：stamp, album, collect, America, Canada 说要求学生能在句子中正确使用单词：stamp, album, collect, America, Canada 语言技能目标听能听懂Have you got any stamps from China? Yes, I have. / No, I havent. What have/has you/she got 等引导的句子以及Unit 1的课文。说能够运用课文词表中的单词说出句子；能够运用Have you got any stamps from China? Yes, I have. / No, I havent. What have you/has she got? 进行描述；能够说出Unit 1的课文内容。读能够利用图片和录音内容认读单词：stamp, album, collect, America, Canada能看图朗读课文。写能够正确抄写单词：stamp, album, collect, America, Canada句子：What are you doing? Im putting my new stamps into my album. Have you got any stamps from China? No, I havent.学习策略学习通过看图片等方式将文章内容串联起来。 文化意识了解各国的邮票，通过集邮扩大知识面。情感态度培养良好的兴趣爱好；努力学习英语。任务1. 向同学介绍并展示自己收集的邮票或其他的爱好。2. 运用Have you got互相猜猜自己小书包里的秘密。Module 3 Unit 2题目These stamps are from America.题材（主要）内容小男孩在介绍他最喜欢的中国邮票：是一枚关于海南岛的，也是他在中国最喜爱的地方。图片上能看到五指山和椰子树。这张邮票是1988年发行的。小男孩很喜欢它。教学目标语言知识目标功能描述自己最喜欢的东西。语法（结构、句子）学习运用一般现在时进行描述：Where are these stamps from?These stamps are from I need词汇听要求学生在听课文录音时能够辨别出单词：coconut说要求学生能使用coconut说出句子。 语言技能目标听能听懂Where are these stamps from? These stamps are from I need 等引导的句子以及活动 1的内容；能听懂活动3的诗歌。说能够运用课文单词说出句子；能够运用Where are these stamps from? These stamps are from I need 等引导的句子以及活动 1的内容进行表达。读能够利用图片和录音内容认读单词：coconut能流利读出课文中Where are these stamps from? These stamps are from I need 等引导的句子以及活动 1的内容。写要求学生能够正确抄写单词：coconut以及Where are these stamps from? These stamps are from I need 等引导的句子以及活动 1的内容。学习策略培养在词语与相应事物之间建立联想的习惯。文化意识 情感态度乐于模仿，敢于开口，抱着积极的态度认真学习英语。任务向同学或朋友谈论自己最需要、最喜爱的一件物品。Module 4 Unit 1题目Can you tell me about American festivals?题材（主要）内容Simon向Daming介绍了他最喜欢的节日感恩节。每年11份过感恩节时，他们家庭团聚，吃一顿特别的大餐，感谢自己拥有的好东西。Simon最后还把在感恩节写的一首诗念给Daming听。教学目标语言知识目标功能谈论中外节日。语法（结构、句子）学习特殊疑问句问与答的描述：What do you do? We do When is it? Its in What do you eat? We eat My favourite is Thanksgiving is my favourite. Families are together. We have a big, special dinner.词汇听要求学生在听课文录音时能够辨别出单词：special, hear, nearly, together 说要求学生能正确使用单词：special, hear, nearly, together说出句子。 语言技能目标听能听懂课文活动1与活动2的课文。说能够运用What do you do? We do When is it? Its in What do you eat? We eat My favourite is Can you tell me more about American festivals? Yes. Thanksgiving is my favourite. Families are together. We have a big, special dinner.描述自己喜欢的中外节日以及Unit 1的课文。读能够利用图片和录音内容认读单词：special, hear, nearly, together能看图朗读Can you tell me more about American festivals? Yes. Thanksgiving is my favourite. Families are together. We have a big, special dinner.等句子以及活动1的内容。写能够正确抄写单词：special, hear, nearly, together句子：Can you tell me more about American festivals? Yes. Thanksgiving is my favourite. Families are together. We have a big, special dinner.学习策略对所学内容能主动练习和实践。文化意识了解东西方文化节日的风俗常识。 情感态度积极描述自己喜欢的节日，提高说的能力，保持学习的兴趣。任务小调查：你最喜欢的节日是什么？要求运用课文所学句型进行表达。Module 4 Unit 2题目Its a very important festival.题材（主要）内容一个小女孩在向一个小男孩介绍更多关于圣诞节的情况：它是在每年的12月25日，人们会在家里装扮圣诞树，街道和商店挂满了漂亮的灯，并且互相赠送礼物和贺卡，大家都喜欢圣诞节。 教学目标语言知识目标功能谈论中西方的重要节日。语法（结构、句子）学习can在问句中的用法：Can you tell me about Christmas? Its a very important festival.词汇听听课文录音时能辨别出单词以及短语：present, friend, watch TV 说能正确使用单词及短语present, friend, watch TV说出句子。 语言技能目标听能听懂课文活动1的内容；能够听唱课文歌曲。说能够运用Can you tell me about Christmas? Its a very important festival. 等句子进行描述并说出活动1的内容。 读能根据图片和录音认读单词或短语：present, friend, watch TV能读出Can you tell me about Christmas? Its a very important festival. 等句子以及活动1的内容。 写要求学生能够正确抄写单词或短语：present, friend, watch TV 学习策略积极与他人合作，共同完成学习任务。文化意识了解中西方的重要节日。情感态度通过接触一些异国文化，增强对学习英语的乐趣。任务1. 完成活动2，积极与朋友进行交流。2. 在班级举办“中西节日知多少”的英文小故事比赛。Module 5 Unit1题目Can I write to her?题材（主要）内容Laura得知Daming是从中国来美国表哥Simon家度假后，非常高兴，她想找一个中国的笔友，因此Daming就把在中国的Lingling介绍给Laura，Laura想写信给她。教学目标语言知识目标功能写交友信，介绍自己的情况。语法（结构、句子）复习一般现在时的描述：Im from I want用can进行描述：She can speak some English. Can I write to her? Yes. You can write to her in English.词汇听要求学生在听课文录音时能辨别出单词或短语：pleased, address, pen pal, pretty, foreign说要求学生在说句子时能正确使用单词或短语：pleased, address, pen pal, pretty, foreign 语言技能目标听能听懂She can speak some English. Can I write to her? Yes. You can write to her in English.等句子以及活动 1的课文。说能够运用She can speak some English. Can I write to her? Yes. You can write to her in English.进行寻找笔友的描述；能够说出活动1的内容。读能够借助图片认读单词或短语：pleased, address, pen pal, pretty, foreign能看图朗读课文中She can speak some English. Can I write to her? Yes. You can write to her in English.等句子以及课文内容。写要求学生能够抄写单词或短语：pleased, address, pen pal, pretty, foreign句子：She can speak some English. Can I write to her? Yes. You can write to her in English. 学习策略练习写简单的句子介绍自己，提高读写能力；积极与他人合作，增进沟通和团队协作能力。文化意识通过与异国朋友交笔友了解一些异域文化。情感态度学会与人交流，加深人与人之间的了解和沟通。任务写一封交友信。Module 5 Unit 2题目I want a Chinese pen pal.题材（主要）内容课文介绍了Carol, Ling以及Brian的交友信。 教学目标语言知识目标功能通过介绍自己，找寻笔友。语法（结构、句子）学习用can进行描述：I can speak Can you?巩固复习一般现在时：Im from I want a Chinese pen pal.词汇听要求学生在听课文录音时能辨别出单词：play, swim, flute, football, basketball说要求学生能正确使用单词：play, swim, flute, football, basketball 语言技能目标听能听懂Im fromI can speakI want a Chinese pen pal. 等句子以及活动1的课文；能够听唱课文歌曲。说能够运用 Im from I can speak I want a Chinese pen pal. 进行描述；能够描述活动1的课文。读能够根据提供的图片和录音内容认读单词；能读出文中Im from I can speak I want a Chinese pen pal. 等引导的句子以及活动1的课文。写能够抄写单词：play, swim, flute, football, basketball学习策略对所学内容能主动练习和实践。文化意识通过与异国朋友交笔友了解一些异域文化。情感态度积极学习英语，努力养成良好的语音和书写习惯。任务1. 同桌互相询问或询问其他同学，了解彼此的兴趣爱好。2. 用Can you? I can找志趣相投的好笔友。Module 6 Unit 1题目Ive got some Chinese chopsticks.题材（主要）内容Lingling 收到一封来自纽约Laura的信，Laura向 Lingling介绍了自己的喜好和外貌特征等，同时向Lingling介绍到纽约是一个大城市。她很想收到Lingling的来信，并将乐意为Lingling回答与美国有关的问题。教学目标语言知识目标功能简单了解信件的书写。语法（结构、句子）学习现在完成时：Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about America?词汇听要求学生在听课文录音时能够辨别出单词：chopsticks, difficult, city, answer 说要求学生能在句子中正确使用单词：chopsticks, difficult, city, answer 语言技能目标听能听懂Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about America? 等句子以及课文内容。说能够运用Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about America? 等进行描述，能够描述Unit 1的课文。读能够借助图片和录音认读单词：chopsticks, difficult, city, answer能朗读课文中Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about America? 等句子以及Unit 1的课文。写要求学生能够正确抄写单词：chopsticks, difficult, city, answer句子：Ive got some Chinese chopsticks. My brother has got a Chinese kite. Have you got a book about America? 学习策略注意观察生活中使用的简单英语。文化意识通过与异国朋友交笔友了解一些异域文化。情感态度认真学习，积极模仿录音，大声朗读英语。任务学用句式I have/havent got What have you got? Have you got? 等来描述自己拥有的东西，并与人进行交流。Module 6 Unit 2题目I havent got a book about America.题材（主要）内容Lingling 给Laura回了信，告诉Laura她虽然没有关于美国的书，但有一些Daming 从美国寄来的纽约的照片。并介绍了自己学校8点上课，4:30放学。她也很想知道美国学校什么时候上课和放学的？教学目标语言知识目标功能怎样写回信。语法（结构、句子）复习现在完成时的描述：I have/havent got a book about America. 词汇听要求学生在听课文录音时能辨别出单词：finish说要求学生在句子中能正确使用单词：finish语言技能目标听能听懂I have/havent got a book about America. 等句子以及Unit 1的课文；能听懂活动3的诗歌。说能够流利说出句子：I have/havent got a book about America.读能根据图片和录音认读单词：finish能读出 I have/havent got a book about America. 等句子以及活动1中信的内容。写要求学生能正确抄写单词：finish句子：I have/havent got a book about America.学习策略进一步注意观察生活或媒体中使用的简单英语，并试着运用。文化意识通过与异国朋友交笔友了解一些异域文化。情感态度积极学习英语，大胆地运用英语进行交流。任务学习并能够运用本课重点句式：I have/havent got Module 7 Unit1题目Pandas love bamboo.题材（主要）内容奶奶和Daming正在电脑上看一个关于动物的CD-ROM，了解了奶奶最喜欢的动物大熊猫最爱吃竹子，而且一天可以吃12小时，奶奶也喜欢吃竹笋。同时还发现了蛇的一些生活习性。奶奶和Daming觉得这是一张非常不错的CD-ROM。教学目标语言知识目标功能了解动物的生活习性。语法（结构、句子）学习用一般现在时进行描述：Pandas love bamboo. They eat for twelve hours a day. Do snakes love music? No,