六年级教学设计lesson-5-6.doc

教学设计方案

年级 六年级

学科 英语

教师 金双花

时间 2016年10月

三台外国语学校英语组

课时教学设计
教学内容：第 1 册 第 单元
教材类型：新路径
课题: Lesson 5/6 Is the… Sandy’s ?
课型：新课
设计教师：金双花
教学对象：Grade Six
课时：1
集体备课（一备）
二 备

I.Teaching Aims and Demands
1、能听懂且会说本课单词，其中要求会书写kick, ball, look, sorry, no, all right,
yellow, black, white, grey
bicycle, box, pencil box, basket, desk, umbrella, car, table, chair。
2、掌握并且区分all right 和 It’s all right 的区别和正确使用。
3、学会一般疑问句的提问和回答
Is the…Sandy’s?
Yes，it is./No，it isn’t。
4、能借助图画理解故事，巩固本课所学内容。
1.Language knowledge　
2.Language skills
1、把握询问某物属于某人某物的提问和问答方式。
1、能听懂且会说本课单词，其中要求会书写kick, ball, look, sorry, no, all right,
yellow, black, white, grey
bicycle, box, pencil box, basket, desk, umbrella, car, table, chair。
2、掌握并且区分all right 和 It’s all right 的区别和正确使用。
3、学会一般疑问句的提问和回答
Is the…Sandy’s?
Yes，it is./No，it isn’t。
4、能借助图画理解故事，巩固本课所学内容。

3.Affection & attitudes

让学生学会尊重他人的物品。
并找到物品的主人。

4.Learning strategies
让学生学会用英语询问

5.Culture awareness

II.Teaching Important Points
1.掌握新单词: kick, ball, look, sorry, no, all right,
yellow, black, white, grey
bicycle, box, pencil box, basket, desk, umbrella, car, table, chair。
2.掌握句型
Is the…Sandy’s?
Yes，it is./No，it isn’t。
III.Teaching Difficult Points
1、让学生能正确使用英语来问答。
2、能正确书写并记忆这些新单词。

IV.Teaching Methods

TPR，直接教学法，情景教学法

V.Teaching Aids
单词卡片，PPT
VI.Teaching Procedures
Step 1 warming-up
1. Greetings as usual.
T: Good morning, everyone! Welcome back to school! How about your summer vacation?
Ps: Great!/ Wonderful!/Just-so-so!

2. Daily report.

Ps: Hello, everybody! I’m.., my English name is…, I like… Today is … and the weather is… Thank you!

Step 2 Lead-in
1、T shows some objections: book，pen，pencil
T: What's this?
Ps: It's a football.
T:Yes, it’s a ball. It’s a football.
Look, I can kick the ball.
(T teaches the word: kick /ball )
Ss: Do actions, kick the ball, and learn the new words.
T: Kick the ball, Sam!
Sam: All right, Flower.
(T teaches the word: kick /ball )
The teacher kicks the ball
T: Sorry, Sam!
Ps: It’s all right, Flower.
T: What's this?
Ps: It's a ball, it’s a volleyball.
T: Can you kick the ball?
Ps: Sorry, I can’t.
Step 3 Presentation新课呈现
T: Look at these pictures, what can you see?
What are they doing？
T: Look and guess: what do they say?
Step 4 Practice巩固操练
1. Listen and answer
Q1: Is this Tom’s ball?
Q2: Whose is this ball?
2. Listen and repeat
3.Read in roles.
4. Recite
5.Act it out
Game: Find the owners
Step 5 Production知识拓展与能力提升
Game: Find the owners

Step7 Homework
Write the words: whose, mine, his, hers, its
Write the sentences: Whose book is it？ It's my book./It’s mine.
Blackboard Design
Feedback

1．请简单描述这节课的教学或学习流程；
2．有哪些精彩的瞬间；这节课中你最满意的地方或者让您最兴奋的地方？
3．学生对这节课的学习达到你期望的水平了吗?你满意吗？这节课有哪些问题没有解决？为什么？或者让你觉得不足的地方在哪里？
4．课堂上有出乎你意料的事件发生吗？你是如何解决的？
5．如果让你重新上这节课，你会怎样上？有什么新想法吗？
6．从学生的作业、课后谈话等途径你觉得学生的学习效果如何？为什么会有这样的反应？ 7．当时听课的老师或者专家对你这节课有什么评价？对你有什么启发？　

课时教学设计
教学内容：第 9 册 第 1 单元
教材类型：新路径
课题: Lesson 1 Whose book is it?
课型：新课
设计教师：金双花
教学对象：五年级
课时：2
集体备课（一备）
二 备

I.Teaching Aims and Demands
1、复习单词mine, yours, hers, his。
2、复习句型：Whose book is it？ It's my book./It’s mine.
3、学习新单词: notebook, workbook, storybook, and textbook.
4、诵读chant：Whose
3、通过接龙游戏，构词法和联想法等方式教学单词，增强记忆效果。
4、能借助图画理解故事，巩固本课所学内容。
1.Language knowledge　
1.复习my, your, her, his并能与名词性物主代词mine, yours, hers, his
2．学习新单词: notebook, workbook, storybook, and textbook.
3. Chant

2.Language skills

3.Affection & attitudes

让学生学会尊重他人的物品。
并找到物品的主人。

4.Learning strategies
让学生学会用英语询问

5.Culture awareness

II.Teaching Important Points
1. 学习新单词: notebook, workbook, storybook, and textbook.
2、能将新词汇放入句型中正确使用
III.Teaching Difficult Points
1、能正确认读书写单词: notebook, workbook, storybook, and textbook.
2、能正确使用目标句型

IV.Teaching Methods

TPR，直接教学法，情景教学法

V.Teaching Aids
单词卡片，PPT
VI.Teaching Procedures
Step 1 warming-up
1. Greetings as usual.
T: Good morning, everyone! Welcome back to school! How about your summer vacation?
Ps: Great!/ Wonderful!/Just-so-so!

2. Daily report.

Ps: Hello, everybody! I’m.., my English name is…, I like… Today is … and the weather is… Thank you!

Step 2 Lead-in
1、T shows some objections: book，pen，pencil
T: What's this?
Ps: It's a pen.
T: Whose pen is it?
Ps: It's her book. It’s hers.
Step 3 Presentation新课呈现
T: What's this?
Ps: It's a book.
T：Yes, it’s a book. It’s a text book.
T teaches the other new words(notebook, workbook, storybook, and textbook.) in the same way.
Step 4 Practice巩固操练
1. Listen and repeat in different ways.
2. Ask and answer:
S1: Whose textbook is it？
S2: It's my textbook. It’s mine.
3. Learn the chant: Whose
4. Let's talk
1) Listen to the first time
T: Let's look at the picture. What can you see in the picture?
Ps: A teacher, boys and girls, and many books.
T: What are the boys and girls going to do?
Ps:...
T: The new term begins, so they will get the new textbooks. Let's close the book and listen what they are talking about.
2) Listen and check
3) listen and repeat
Step 5 Production知识拓展与能力提升
Step 6 Summary
Step7 Homework
Write the words: notebook, workbook, storybook, and textbook.
Read the text, try to recite it.
Translate the sentences
Blackboard Design
Whose textbook is it?
notebook
workbook
storybook
It’s mine/hers/his/yours.

Feedback

1．请简单描述这节课的教学或学习流程；
2．有哪些精彩的瞬间；这节课中你最满意的地方或者让您最兴奋的地方？
3．学生对这节课的学习达到你期望的水平了吗?你满意吗？这节课有哪些问题没有解决？为什么？或者让你觉得不足的地方在哪里？
4．课堂上有出乎你意料的事件发生吗？你是如何解决的？
5．如果让你重新上这节课，你会怎样上？有什么新想法吗？
6．从学生的作业、课后谈话等途径你觉得学生的学习效果如何？为什么会有这样的反应？ 7．当时听课的老师或者专家对你这节课有什么评价？对你有什么启发？　

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