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_Lesson1：At the Airport教学目标 知识目标：1. 学生能听懂、会说、认读和书写单词：home, time, clock 2. 句型“What time is it? Its _.”能力目标：1. 能运用句型“What time is it? Its _.” 来表达时间，如: seven oclock, half past four, four forty-five 2. 可以运用所学对话熟练进行口语交际。情感目标：通过对本课的学习，学生可以了解在机场下飞机的流程以及不同的国家在同一时间的不同时间差异，提高文化素养，激发英语学习兴趣。教学重难点教学重点：学生对单词clock和airport的熟练掌握以及对关于时间句型What time is it? Its _. 的灵活运用。教学难点：学生可以灵活运用课文的对话进行有感情的口语交际，并且运用到真实的生活中。教学准备 多媒体课件，PPT教学过程1. Greetings Free talk: T: Hello! How are you?S: Im fine, and you? / Just so so. / Im not badT: Summer holiday is coming. What do you want to do?S：I want to go on a tripT: But on September 1, what will you do?S: I will go back to school.T: Do you know what Li Ming will do on September 1?(Lets listen)2New conceptS: (after listening) He will go to school in Canada.T: Why does Li Ming go to school in Canada? Do you go to school in Canada?S: No.T: So why does Li Ming go to school in Canada?S: He wants to learn English.T: Yes, Li Ming wants to go to school to learn English in Canada. Can you guess how Li Ming goes to Canada and what happens?(Please read part 1 and part 2 silently)T: Can you find some questions about our text?分小组（Question Team and Answer Team）Q: 1. When will Li Ming arrive?2. When will Li Ming go home?3. How long will Li Ming be in Canada?4. How does Li Ming feel after the trip?5. Where are Danny and Jenny now?(讲airport)S: They are at the airport.T: Yes! Whats this? This is an airport(机场图片). Try to read “port”. sport short horn T: What about other questions? Lets go on.(学生继续提问并回答)What time will Li Mings plane arrive?S: At five oclock.T: Good. (出示一个表示5点的钟表) What time is it? Its five oclock，Yes, we know the time from the clock.T: Whats this?S: This is a clock. T：Clock! ck k (板书)（chain drills）T: What time is it? S: Its eight oclock/ ten oclock / twelve oclock./ nine oclock.T: What time is it now?S: Its half past four.T: half(做手势) past four.（板书）T: What time do you get up?（示范）S: At half past six. T：Yes, we usually get up at half past six.S1: What time do you go to school?S2: At half past seven.S3: What time do you go home?S4: At half past eleven.( in pairs)S5: What time do you have supper?S6: I have supper at six fifteen.T: At six fifteen? Can you show us with this clock? (让学生来用手拨表)T: Good. Look! It is 6:15.T:（教师用手来拨）What time is it?S: At four forty-five / five fifteen.T: (game：What time is it?) 出示多组电子表,让学生来问答。T: Does Li Ming come out at four forty-five?S: No. T: What about five fifteen?S: No.T: So at that time, how does Danny feel? 引导学生说出 DANNY is bored or worried.T: Why does Danny feel bored and worried? (Lets listen and imitate.)(After listening)T: Why does Danny feel bored and worried?S: He always asks the time like “ What time is it?” T: Good! Can you read picture 1 2 3 with your partner? (鼓励学生带着Jenny 和Danny的感情色彩试读句子)T: OK. Each of you did a good job. Li Mings plane will arrive at five oclock. Why he didnt come out until five fifteen? Do you know? Who knows?S: 学生用英语表达的各种猜测。T: Well, (出示图片)学生看大屏幕Lets see what happens.S: Get off the plane./Pick his luggage./Show his passport to the custom.T: Oh, Li Ming comes out! How do Danny and Jenny feel?S: They feel happy.T: OK. Lets read p4-p6 together.T: Does Li Ming have a good trip?S: Yes, Li Ming has a good trip.T: How does Li Ming feel after the trip?S: He feels tired.T: Good. Lets see part 3 and answer the questions.(学生做练习，写出答案)T: Lets check your answer(学生之间一问一答)T: Lets see Part2. What time is it in Beijing?S: Its one oclock in the afternoon in Beijing.T: Yes. So p.m means “ in the afternoon”and what does a.m. mean?S: In the morning.T: Good. What time is it in Ottawa?S: Its one oclock in the morning in Ottawa.T: OK. From these two clocks we know “At the same time, different countries have different times, we call it “Jetlag” (学生跟读单词). After class, you can finish next two clocks. OK?S: OK.3. TaskT: Yes, this is Jetlag. The world we live is big. Different countries have different times, but we always say that the world is too small. We have modern transport, such as high speed train or plane. Many people go on a trip by plane.If your friends come to visit you by plane, you will meet them at the airport. Can you make up a dialogue at the airport?4. Group work - Dialogue show.5. Class over. 板书设计 Lesson 1 At the Airport clock What time is it? airport Its half past four.Lesson 2：Jennys House教材分析 本节课是冀教版六年级上册Unit 1 Lesson 2 MyHouse的内容。学生已学过一些房间的名称。这一课主要是围绕Jenny家里的各类房间，如study, kitchen，living room，bedroom and bathroom及一些常见的生活用品和家具toilet，fridge，TV, sofa, table, bed等展开的话题。这些东西都是学生们非常熟悉而且和我们生活息息相关的，学生也会乐于学。教学策略 本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，通过各种有趣的游戏帮助学生将枯燥、抽象的语言变得生动，激发学生学习英语的兴趣和愿望，让学生在感知、体验、参与中获取知识，形成能力。教学目标1. 语言知识：（1）词汇：house，kitchen，study，toilet，floor（2）句型：There be句型2. 语言技能：（1）能正确运用所学的单词，对房子进行简单描述。（2）能运用所学的知识去询问别人，和别人交谈有关房子的知识。3. 情感态度： 培养学生对家的热爱教学重难点重点：能运用There be句型进行简单的描述。难点：综合运用语言来介绍自己的房子。教学过程Warm upFree talk. S: Where do you live? T: I live in an apartment. T：I think many Chinese people live in an apartment, but also many people live in houses. Now lets see some beautiful houses.New Concepts T: Look at this house. Its a lovely house. Can you guess whose house it is?S: Its Jennys house.T: Bingo. Write house on the blackboard, teach the pronunciation of “au” . Show the houses I made it. S: This is a house.T: Lets go to Jennys house. First, listen and answer the questions:How many bedrooms are there in Jennys house?How many floors (楼层) are there in Jennys house?S: There are four bedrooms in Jennys house.S2: There are two floors.T: Yes, two floors. (Teach floor using the card and PPT. Show the first floor and the second floor) How many floors are there in this office building?S: There are four floors. We are on the second floor.This time listen and imitate, then answer the questions:How many rooms are there on the first floor? What are they ?How many rooms are there on the second floor? What are they ?T: Jennys house is big. There are eight rooms. Lets go inside and have a look.T: Which room do you want to go?S: I want to go to room 1. T: Whats this? S: Its a bed.T: What room is it?S: Its a bedroom. (write “bedroom” on the blackboard)T: Do you have a bedroom?S: Yes, I do. T: Whats in your bedroom?S: There is a bed/a lamp /a closet in my bedroom. Xx, whats in your bedroom?S2: There is a mirror and some flowers in my bedroom.T: A beautiful bedroom. Lets go on. Which room do you want to go?S: I want to go to room 2. (for example)T: (PPT) A living room. This is a living room. What can you do in the living room?S: I can watch TV in the living room.T: Which program do you like best?S: Cartoons./Films.T: Whats your favourite cartoon character?S: T: What else can you do in the living room?S: I can sit on the sofa/read the newspaper/play checkers with my father/talk with my friends on the phoneT: There is another name of living room. We call it sitting room. They are the same. T: Lets go on. Which room do you want to go?S: I want to go to room 3.T: (PPT) A bathroom. The weather is so hot. I need to take a bath in theS: Bathroom. （拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）T: Do you like to take a bath or take a shower? What else do we need in the bathroom? We need it everyday, so it is a toilet (pay more attention about the pronunciation ) Practice toilet one by one.T: Guess, which room is it? Your mother always cooks there. S: It is kitchen. (write ki and chen on the blackboard then write t, tell students t is silent )T: Who cooks in the kitchen?S: My mother or my father.T: Whats in the kitchen?S: There is a pot/frying pan/flour/eggs/milk/butterT: Look, what is it? There are many books in it.(show ppt用猜图片的方式，遮住一部分，让学生猜study)T: Right. It is the study. Chant: (齐说)Study, study, what s in the study?（一个人说）Books, books, there are many books in the study. (齐说)Study, study, what s in the study?（一个人说）Bookcase, bookcase, there is a bookcase in the study. T: Look at the blackboard , can you say something about Jennys house?S: This is Jennys house, there is a T: Show me your paper part 2 Look and write. You can write more sentences.3）TaskT: We visited Jennys house just now. Can you show us your house or your apartment? Talk in pairs and then show us. First I will show you my home. Look! S1: Heres my houseapartment, come in, please! Ill show you the rooms in my houseapartment. (Welcome to my apartment!) This is the. Its big/small/ beautiful. There is . in it. It is (colour). I . in the .4）HomeworkMiss Song bought a new apartment. Please help her to design the apartment. (you can get the furniture with your star. )There areThere is on the second floor.a living room, a bathroom and a kitchen on the first floor.（六）板书设计Jennys houseand a studyfour bedroomstoilet Lesson 3 Making Breakfast教学目标1知识与技能目标：a. 复习食物类单词，并能使用What would you like for breakfast? Id like _. 来谈论自己想吃的早餐，进行口语交际。b. 能通过短文阅读了解中西方食物的差异，并进行简单的总结复述。 2情感态度目标：a. 能为父母制作简单的早餐，或帮助父母制作早餐，做孝顺的好孩子。b. 拓展国际视野，了解不同的中西食物。 3学习策略目标： a. 积极与同伴合作，能够运用所学的知识与他人讨论早餐。 b. 能够在思维导图的帮助下进行简单的口语输出。教学重点1学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put.2掌握新句子（会听、会说）：What would you like for breakfast? Id like.教学难点： 中西文化对比的文章理解。教具学具：课件，食物类单词卡片，早餐制作食材。教学过程教学环节教师活动学生活动设计意图创设情境 激发兴趣Good morning.How are you?Heres a video for you.Which meal do they have? Lets spell breakfast. Today were going to learn lesson 3 “Making Breakfast”.Who makes breakfast in your family?Yes, your parents love you very much. Now youre big kids, you can help them. Today lets learn to make breakfast for parents.Watch the video.Breakfastb-r-e-a-k-f-a-s-tMy mother/father.视频内容紧扣主题breakfast,直接把学生引到了今天的课中来。创设情景，同时渗透情感教育。以旧代新初步感知What food do you remember for breakfast? T: Ive got some food in my bag. (边拿边说)Wow, delicious food. Id like some bread. (边说边拿)What would you like for breakfast?Sandwiches are western food. Here you are.Please ask your friend, please.Pair work, please.I know bread.I know学生跟着一起说Id like a sandwich.Thank you.What would you like for breakfast?Id like an egg.Pair work.Show.在情景中回顾食物单词，唤起学生的旧知。以旧词带新句，What would you like for breakfast? Id like _. 课文学习随文理解What would Li Ming and Jenny like for breakfast?What would Li Ming like for breakfast?What would Jenny like for breakfast?Mrs. Smith is making breakfast for them.Lets listen and follow.Whats this?Look, heres some juice.The juice is in the fridge.This is Jennys fridge.Whats in your fridge?Wow, you made a fridge. Wonderful. I like your fridge. And I love the food. Can I have some food?Id like some bread and milk, please.Put them on my dishes, please. Thank you.Look, this is a dish. These are dishes.Jenny and Li Ming put some dishes on the table.Go on listening. Im Mrs. Smith. Who wants to be Li Ming / Jenny?Lets read. Listen, choose and write.Hed like some bread, eggs and juice.Shed like some milk and bread. Listen, follow and learn.This is the fridge.Fridge, fridge. This is the fridge.One by one.The juice is in the fridge.S1: The_ is/are in the fridge. S2: I want to show my PPT. This is a fridge. The _is/are in the fridge. There is/are _in the fridge.S3: I want to show my fridge. S3: Theres _in the fridge. The _is in the fridge.S3: What would you like?S3: Here you are.One by one.分角色朗读课文Group work Show从课本中走到生活中，将知识与学生的生活联系起来。拓展场景初步运用选择任务分层展示 T: Next day is coming. Im Mrs. Smith. (穿围裙)Mrs. Smith: Its half past seven. Time for breakfast. Jenny, Li Ming, what would you like for breakfast?Mrs. Smith: For me?Mrs. Smith: Id like a sandwich and some juice, please. Mrs. Smith: Very delicious. Thank you. I love you. Exercise 1: Act the dialogues on P6. Exercise 2: Make a new dialogue. S1-Jenny S2-Li MingJenny: Mum, what would you like for breakfast?Li Ming: Today well make breakfast for you.Jenny and Li Ming: What would you like for breakfast?Jenny: Im making the sandwich.Li Ming: This is the fridge. The juice is in the fridge.Jenny: Lets put some dishes on the table.Li Ming: Breakfast is ready.Jenny: Lets eat, Mum.Group work to act.Show.现场示范，体验深刻，为最后的输出任务作铺垫，同时进行情感渗透。延伸拓展文化渗透Some people like Chinese food. These are traditional Chinese food for breakfast.The Robins family are making the traditional English food for breakfast. What food can you see? English food is western food.Chinese food and Western food are different. Do you know the differences between them? Lets read.Check answer.Read it again and complete the thinking map. Check answer.Look at the mind map. Lets talk about the differences between Chinese food and western food. Practice to talk about the differences between Chinese food and western food.Who wants to have a try? I think Chinese food is the best. There is a TV program called A Bite of China. Its very famous. It introduces Chinese food to people all over the world. So the national one is the international one. The winner is Team 2. Congratulations. Homework: 1. Listen and read the text on P6.2. Make a breakfast for your family. (video, PPT or poster)Class is over. Goodbye boys and girls.steamed stuffed bunporridgesoybean milkfried bread stickWatch a video.Cereal and milkToast and jamBacon, egg, sausage,tomato and fried breadExercise 1: Read. Tick or cross.Exercise 2: Complete the thinking map. Say with teacher.There are more vegetables in Chinese food. There is much meat in Western food. Chinese like to eat cooked vegetables. Western people like to eat uncooked vegetables. Chinese people like to drink hot water. Western people like to drink ice water. Chinese people use chopsticks to eat. Western people use knives and forks to eat.Talk about the differences between Chinese food and Western food with the help of mind map.Goodbye.第一遍速度，通过判断正误反馈文章理解。第二遍细读，获取信息，把思维导图填写完整。在思维导图的帮助下复述文章，即用自己的话说一说中餐和西餐的区别。板书设计Lesson 3 Making BreakfastWhat would you like for breakfast? Id like _. bread, eggs, sandwich, cake,hamburger, milk, juice, vegetables 课后反思1.知识的学习过程： 第一阶段是知识的领会。创设情境，呈现新的语言知识，让学生在情境中了解语言知识的音、形、义。第二阶段是知识的巩固与转化。通过练习或任务，让学生巩固新的语言知识。第三阶段是知识的应用、迁移。启发学生对所学内容进行概括总结，有意识地教学生学会如何运用所学知识，最后达成教学目标。根据学生学习知识的过程，设计合理有效的教学环节，帮助学生一步一步地学习、掌握、运用新知。2.关注学生，及时评价教学设计在符合学生学习知识的过程的前提下，还要能激发学生的情感，培养学生语用，给学生以语言思维和语言表现的空间。教师要在教学过程中与学生保持眼神的交流、语言的交流和情感的交流，对学生的反应作出恰当的评价。Lesson 4 Making Dinner一、教学分析(一）学习对象分析本课学习对象为小学六年级学生，他们已具有一定的英语基础。大部分学生能够用简单的英语谈论一些话题。但与此同时，随着年龄的增长，他们的个体差异更加明显，呈现出明显不同的学习需求和学习特点。基于培养学生继续学习兴趣的目的，我巧妙地借助图片、道具、实物及小组合作形式，让学生在体验、参与、实践、合作中体会学习英语的乐趣，提高课堂效率和学生学习的积极性。(二）教学内容分析本课是冀教版小学英语六年级上册第一单元的第四课，是一节新授课。本单元的主题是李明来到加拿大，生活在詹妮家和詹妮一起认识房间，饮食并做家务。在本课中介绍了李明和詹妮帮助史密斯夫妇做晚饭、洗盘子，包含了饮食及做家务方面的内容，在第3课我们已经学了Making Breakfast,所以我采用温故知新的方法来引出新的内容。在教学中我采用情境教学法，让学生在实践中体会学习英语的乐趣，多说，多练、多做,学会口语传递信息，同时养成做家务的好习惯。(三）教学目标l 知识与技能目标：1. 能听懂、会说、认读、书写并运用新词汇：dinner, dirty, lunch。2. 知道tomato，potato的复数形式（-es）并能在语境中运用。3. 能够听懂，读懂本课对话文本，并能在真实的语境中运用所学对话。l 学习策略目标： 1.通过运用读音规则，尝试认读拼写新词汇dirty。 2.通过体验、实践、参与、探究和合作等方式，形成有效的学习策略，发展自主学习能力。 3. 增强小组合作意识，共同完成任务。l 情感态度目标：1. 在调查表演等活动中，使学生能体会到英语学习的乐趣。 2. 培养学生热爱劳动、做家务的好习惯，学会感恩。 3. 在小组活动中，加强学生积极配合和合作的意识。(四）教学重点和难点l 教学重点：1. 能够听、说、读、写并准确运用dinner, dirty, lunch。2. 听懂、读懂本课语篇，并在情境中加以运用。l 教学难点：能够运用help, cook, wash, dry，dirty等词，介绍自己晚饭时间如何帮家人做家务。二、教具准备多媒体，冰箱道具，（西红柿、土豆、胡萝卜）实物三、教学过程(一）教学步骤Step 1 Class-opening（3 minutes）1. Greeting T: Hello, boys and girls! S: Hello, Miss Zhao.T: How are you today? Ss: Im fine. / Very well. / Im happy. 设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。2. Warming upWatch a video and say the words fast.设计思路：利用30秒快速出图调动学生积极性，同时复习食物单词，为下一步的free talk做铺垫。3. Free talkWhat did you have for breakfast?设计思路：以早饭为切入点，采用采访的形式互相问候，激励学生自由问答，促使他们在实际生活中运用所学知识。What did Jenny have for breakfast?(First, students try to remember Jennys breakfast in Lesson 3. Then teacher shows the picture of Jennys breakfast. )设计思路：话题的设计承上启下，由介绍自己的早饭过渡到回忆Jenny的早饭，以三餐为主线，为学习本课的晚饭做铺垫。Step 2 New concepts (25 minutes)1. Read and answer T: Lets take a look. (出示詹妮早饭图片)What did Jenny have for breakfast? Ss: She had some bread and milk.T: Good. I have another question to ask you. (屏幕出示问题，找学生读问题)What did Jenny have for lunch? (Students read the text fast and find the answer.) 设计思路：依据三餐主线，由早饭自然过渡到午饭，采用寻读策略，培养学生阅读技巧，提升学生阅读能力。 2. Read and answer T：Class! I have more questions to ask you. (屏幕出示问题)(1) What time is it?(2) Whos cooking?(3) Whats for dinner?（Choose students from each team to read the questions.）（Students read the text and underline the answers.） （Check the answers in group.） （Choose students from each team to answer the questions.）教师同时将答案板书于黑板。设计思路：针对文本设计具有针对性问题，使学生通过回答问题理解文本。学生利用默读的方法进行寻读获得答案，掌握读的技能，体现了教师的“授渔”。小组内互助核对答案，培养学生自主学习的能力。 3. Help Jennys mother make dinner T: Lets help Jennys mother make dinner. She needs some vegetables. Where are the vegetables? ( 屏幕出示问题) Please guess.S1: They are in the fridge. S2: They are .T：Class! Please look! Whats this? (教师出示冰箱道具) Whats in the fridge?(Students try to guess whats in the fridge.)(Students look inside the fridge and answer the question.) ( 接着屏幕出示西红柿在冰箱图片，同样方式出示胡萝卜土豆在桌子上图片) (Students look at the pictures and say.) 学生说完以后屏幕出示句子。 （Students read and find the rules about potatoes and tomatoes.）学生试着发现以o结尾的名词复数的规律，在教师的提示下加以总结。T: Li Ming and Jenny like potatoes and tomatoes. Now dinners ready. I think its yummy. What do you want to say? What does Li Ming say?(屏幕出示语句并带音频)设计思路：使用冰箱的道具，让学生猜一猜蔬菜在哪里，冰箱里有什么，为课堂增添生活色彩。让学生真正体验、参与，发现，总结，从而形成有效学习策略。 4. Listen, read and answerAfter dinner. (屏幕出示问题) (1) Who washes the dirty dishes? (2) What does Li Ming do?（Choose students from each team to read the questions.）读完第一个问题屏幕出示脏盘子图片。（Students listen, read and answer the questions.） （Check the answers in group.） （Choose students from each team to answer the questions.）教师同时将答案板书于黑板。设计思路：利用听读找答案的形式，理解文本第二部分，锻炼学生的听读能力。同时问题的设计对学生进行了爱劳动做家务的情感渗透。小组内互助核对答案，充分体现学生主体性，培养学生自主学习的能力。Practice 1. Make a survey T: Now Lets talk about Jenny. (屏幕出示相关表格) Whats the time for dinner? Whats for dinner?nametimedinner Jenny T: Do you want to know about me? T: Now choose one of your friends to make a survey. (Students try to make the survey.) (Share in
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