教案是老师为了更有力把握知识点提前起草的教学文书，教案在撰写的过程中，老师需要考虑讲授内容要点，以下是范文社小编精心为您推荐的6年级英语上册教案7篇，供大家参考。
6年级英语上册教案篇1
初中英语人教版教案八年级上册答案
人教版初中英语八年级下册教案设计??
unit 1 will people have robots ?
单元教学目标：
1、words&phrases: robot, paper, less, fewer, simple, unpleasant, factory, seem, etc .
2、will 构成的一般将来时态的陈述句、否定句、疑问句及回答.
3、there be 句型的一般将来时. 4、more , less , fewer 的用法.
5、学习一般将来时态的相关知识，学会对未来进行预测.
单元重难点：
1、will构成一般将来时态的句式。 2、there be 句型的一般将来时态。
3、more , fewer , less 的用法。 4、how to make predictions .
第一课时
课前准备：
教师：录音机、所学物品的图片。
学生：英语点金教练、练习本及相关的学习用具
教学步骤：
step 1 leading in(导入话题，激活背景知识)(导入话题，激活背景知识)
1.greetings: welcome to school .
what’s the date today ? who’s on duty today ?
do you enjoy your winter holiday ?(你喜欢你的寒假吗?)
do you finish your homework(家庭作业) ?(你完成你的假期作业了吗?)
do you want to live on the moon ?(你想去月球吗?)
can you guess what will happen in ten years ?(你能猜出十年后将会发生什么吗?)
collect the ss’ answers and say something about their predictions .
step 2 pre-task(任务前活动)
sb page 2 ,1a .
1.look at the picture :how will the world be different in the future ,100 years from now ?we’re going to talk about sth in 100 years .
2.read each predictions to the class .explain the new vocabulary .
3.read the instructions .make sure ss know what they should do .
4.do it by themselves .
5.talk about the answers with the class .
explain :一般将来时态
构成: will / be going to +动词原形=
step 3 while-task(任务中活动)
sb page 2 ,1b .
1.practise reading the six predictions .
2.read the instructions to ss .circle the things you hear on the recording .
3.play the tape twice .(放录音，两次)
4.play the tape a third time .at the same time ,check the answers .
sb page 2 , 1c .
1、pay attention to the dialogues .
2、read the dialogues fluently .
3、pairwork .work in pairs to make predictions according to the sample .
4、ask several pairs to share their conversations to the class .
sb page 3 , 2a & 2b .
1、read the predictions .
2、read the instructions and point out the sample answer .
3、play the tape twice .ss circle the word they hear in each sentences: more , less , fewer .
4、check the answers .
学生探究: less , fewer 的区别。
step 4 post-task(任务后活动)
1、point to the example in the sample dialogue .practice reading .
2、look at activity 2b .groupwork:take turns to make conversations about the predictions .
grammar focus:
1.、review the grammar box .ss say the statements and responses .
2、make summaries about “will” ,“fewer” and “less” .
homework(家庭作业)(家庭作业)：
1、make predictions about yourself in 10 years .write down 5 sentences .
2、go over the new words .
教学后记:
第二课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
teaching procedures(教学步骤) :
step 1 leading in(导入话题，激活背景知识) (导入)
1.greetings and free talk .
2.check their homework(家庭作业) :ask two or three ss to speak out what they wrote down .(教师作出适当的评价)
step 2 pre-task(任务前活动)
1.go over what we learnt yesterday .(复习昨天所学的知识)
2.通过三种时间的对比简略复习一般过去时与一般现在时。
step 3 while-task(任务中活动)
sb page 4 , 3a .
1.point to the three picture and say :this is sally .the first picture is sally five years ago ,the second one is sally now ,and the third one is sally five years in the future .
2.read the instructions .
3.complete filling in the blanks individually .
4.check the answers .
5.practise reading .then ask some ss read them out .
sb page 4 , 3b .
1. look at activity 3a .make predictions about sally .
2. point to the example in the sample dialogue .ask two ss to read the dialogue to the class .
3. practise reading .
4. pairwork .make their predictions about sally .
step 4 post-task(任务后活动)
1. write about yourself .
with the help of the sample of sally .we can write sth about ourselves five years ago ,today and in five years .
2. complete the work individually .
3. review the task .ask a few more ss for answers .
homework(家庭作业) :
draw a picture of the city in 20 years .describe it to the class .
教学后记:
第三课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
teaching procedures(教学步骤) :
step 1 leading in(导入话题，激活背景知识)
1. greetings .
2. say yourselves :five years ago , today and in five years .
3. check the homework(家庭作业).
step 2 pre-task(任务前活动)
sb page 5 , 1a .
1. look at the form and read the headings to the class .make sure the ss know what they mean .
2. read the list of seven words .explain the new words .
3. write each word in the correct column .check the answers.
sb page 5 , 1b .
1. read the words already written on the chart .
2. groupwork: think about what we learned before .write some words in the chart above .divide the class into groups of four ,let them have a competition .
step 3 while-task(任务中活动)
sb page 5 , 2a .
1. look at the pictures carefully .can you guess what we’ll listen ?talk about them .
2. read the instructions .we’ll listen to 3 conversations .number the pictures 1-3 .
3. play the tape twice .check the answers .
sb page 5 , 2b .
this activity is easy ,i think .for we know the conversations are talking about alexis 10 years ago ,today and in 10 years .
1.read the instructions .
2. pay attention to the sentences and the verbs in the box .
3.play the tape and correct the answers .
step 4 post-task(任务后活动)
1. read the instructions .
2. pairwork. one is alexis, one is joe .
3. point out the example in the sample dialogue .read it to the ss .
4. talk about joe’s life now , ten years ago and in ten years .
5. ask some pairs of ss to say their dialogues .
homework(家庭作业):
1. go over the words .
2. 写一篇50个单词左右的小短文，预测与展望未来我们的学习和生活。
教学后记:
第四课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的学习用具
teaching procedures(教学步骤):
step 1 leading in(导入话题，激活背景知识)
1. greetings .
2. ask two ss to say sth about joe .
3. check their homework(家庭作业) .
step 2 while-task(任务中活动)
sb page 6 , 3a .
1. read the instructions .
2. give ss 3 minutes to read the passage , tick out the new words.
3. explain the new words and practice reading .
4. point out the chart .read the column headings to the class .
5. read the passage again .write words from her answers in the correct columns below .
6. check the answers .
7. practise reading .
sb page 6 , 3b .playing a game :who write it ?
1. ss write about their life in ten years on a piece of paper but don’t write names on the paper .
2. put all the ss’ papers together .
3. take turns reading the paper .the other ss guess who wrote it .
step 3 post-task(任务后活动)
sb page 6 , part 4 .
1. read the questions below .
2. ask two ss to read the dialogue .
3. answer the questions .
4. pairwork. get your partner’s answers .
5. share a few ss’ conversations .
homework(家庭作业):
1. finish selfcheck as their homework
2. go over the words in this unit .
教学后记:
第五课时
课前准备：
教师：录音机，所学物品的图片。
学生：英语点金教练及相关的'学习用具
teaching contents:
reading :do you think you will have your own robot ?
teaching procedures(教学步骤) :
step 1 leading in(导入话题，激活背景知识)
1. greetings and free talk .
2. if possible,draw a robot on the bb or put up a picture of a robot.
6年级英语上册教案篇2
本学期我担任小学四年级的英语教学，由于刚刚接手四年级的英语教学工作，教学经验颇浅,因此，我对教学工作不敢怠慢，认真学习，深入研究教学教法，虚心向三位有经验的教师学习。经过一个学期的努力，获取了很多宝贵的教学经验。现将本学期四年级英语的教学工作总结如下：
一、营造活跃的学习氛围，激发学生的学习兴趣，能提高教学效率
如果一个学生对所学的科目有了浓厚的兴趣，那么就会产生强烈的求知欲，就会认真学习，反之，没有兴趣，被迫进行的学习会扼杀他们掌握知识的意愿。因此，培养、提高、保持学生的学习兴趣是提高学生学习成绩的首要条件。基于这一点，我在教学中比较注重激发学生的学习兴趣，通过运用各种教学方法、设计形式多样的活动，比如说，设置一些学生比较感兴趣的游戏，像吊死鬼、"what's missing?"、"找卡片"等，为学生营造一个比较宽松的学习氛围，让学生在这种氛围中充分发挥自己的智慧，激发他们的学习兴趣，从而积极快乐地投入到学习中去。
二、关注学生的学习状况
英语作为一种语言最重要的是在实际中运用,因此,除了课堂练习外,还需要让学生在平常生活中多读,多讲,多练。另外,对部分不自觉的同学还采取组长监督的方式,以确保他们不落后，提高他们的朗读能力。在批改作业方面，要求学生的作业及时完成，我也按时地批改，并详细地做好批注，对普遍性错误，在全班重点讲解、分析。针对个别学生的作业就采取面批方法，单独地分析讲解、帮助学生解决疑难习题，提高教学质量。
三、充分利用教材的优势，进行情景教学
本套教材的特点是图文并茂，形象生动并且与生活实际联系密切。在课上我充分利用直观教具、动作表演、卡片、挂图、实物，随时随地取材或根据课文内容创设语言环境，并尽量多地使用英语，逐步过渡到用英语进行课堂教学，使学生置身于一个英语的环境中。比如说第一单元中，涉及到的内容都是关于classroom里的内容，非常贴近实际，对课本中的letsquo;s learn中的对话鼓励他们在同学们面前大胆表演。有意创设的语言环境，形象直观，生动活泼，也有助于学生理解所学英语，引起兴趣;视听结合也便于加深初学印象，强化记忆。
四、挖掘学生潜力，培养学生自信心
德国教育家第斯多惠说：教学的艺术不在于传授适应，而在于激励、唤醒、鼓舞。每当学生用英语讲完后，我就给予他们鼓励，让他们感到自豪，有一种成就感。对于不同程度的同学，在课堂上给予不同程度的问题，让他们回答，他们的一丁点进步也及时得到鼓励，从而使他们都觉得，只要自己认真跟着老师学，就能学得好，树立起学好英语的心理优势。在课堂教学中要求学生人人参与，加强交际的互动性。在课堂交流中，少批评，多表扬;少指责，多鼓励，努力找到学生的优点，常以very good!、great!、 excellent!、 well done!、you are very clever!等等来鼓励他们的积极参与,充分唤起他们说英语的自豪感。
五、注重过程评价，调动学生积极性
在对学生的评价方面，我通过作业、课上表现、听写情况、背诵课文等形式给学生积分，每次达到五分后可以得到一个带着字母的小星星，集齐带有字母g、o、o、d的四个字母后，可以得到一个带有good的小标贴，极大地调动了学生学习英语的积极性。我也深刻体会到鼓励要比惩罚有效得多。
六、今后努力的方向
1、作业布置方面的缺失。没能抓好作业的检查，对于组长，课代表缺少表扬和监督机制，致使有部分学生常不按时完成作业，一些口头作业实效不大。
2、在教学方面我发现自己形成了一种定式，没有创新以及大胆实践的勇气。我应该多看教学方面的理论以及多听几位有经验教师的课，进行学习，不断提升自己，形成自己独特的教学风格。
3、对教材的把握不够，很多优秀老师的优点没有学到，听课的次数也还不够多，有些缺乏与其他教师的沟通，希望在下个学期能多学习新课标，多吸取他人经验，不断提高自己的教学水平。
4、学困生的个别辅导也是我下学期要进行探索的内容，在这方面我做得还不够，希望在今后的工作学习中能积累丰富的经验，也能取得良好的效果。
5、另外，在课堂管理方面还做的不够好，没有树立起一个老师的威严形象，导致课堂秩序较差，以后一定要对学生严格要求，让学生意识到课堂的重要性。
6、作为一个刚刚参加工作的英语老师而言，由于并不是英语专业毕业的，在专业知识的一些方面还有所欠缺，以后还要加强学习。而且，在教育教法方面，也要多向有经验的老师学习，努力提高自己的课堂效率。
总之，本学期的教学工作自己付出了很多，收到的回报也不少。总的来说，在其中，我积累了不少经验，当然在今后的教学中，我也会努力填补自己在教学中的不足，总结经验和教训，发挥优势，改善不足，虚心学习，继续努力!力争在今后的英语教学工作中取得更好的成绩。
6年级英语上册教案篇3
教材分析
本节课的教学内容是pep五年级上册第二单元的第一课时，主要学习词汇monday，tuesday，wednesday，thursday，friday和句子what day is it today ? what do we have on mondays ? ,,, 本节课的教学内容是星期和课程之间的联系，非常贴近学生的生活。学生在四年级下册已经学过课程的单词，本节课学习星期的单词后可以让学生开展看课程表互相问答的活动，这种活动能使学生在较真实的语境中锻炼语言交际能力，从而发展他们的语言思维能力，为后面的学习做好铺垫。
学情分析
1、 五年级学生对英语学习已有一定的基础，对已经熟悉的英语知识有所感悟，具备语言学习和交流的欲望。
2、学生在四年级下册已经学习过有关课程的单词，也接触过关于星期的单词。
3、tuesday, wednesday, thursday等单词拼写难度较大，教师要采取灵活多样的方式进行教学，以减轻学生学习的难度和保持学生学习的欲望和兴趣。
教学目标
1、能够听、说、读、写单词：monday , tuesday , wednesday , thursday , friday 。
2、能听懂问句：what day is it today ? what do we have on mondays ?并能做出正确回答。
3、能够结合句型替换关键词。
教学重点和难点
重点：会听、说、读、写星期一至星期五的单词。
难点：掌握星期一至星期五的单词，结合句型替换关键词。
6年级英语上册教案篇4
教学目标：
1 能用英语进行简单的打招呼及用this is……向别人介绍身边的人。
2 通过创设实际情景，让学生能在相应的情景中准确运用以上句型。
3 培养学生正确 、自然的模仿语音、语调的能力。
教学重点：this is ……句型的学习。
教学难点：
1、this is ……的得体运用。
2、this is …… 句型字母 i 及th的发音不容易到位。
教具准备：
1、本课 letsquo;s talk/ 部分的教学课件。
2、本课时教学配套的录音带，以及歌曲 “hello”“good morning”的录音带。
3、mr. jones， miss white， miss green 的头饰。
4、小星星的贴贴。
教学过程：
step1 热身、复习 (warm-up/revision)
(1)播放歌曲good morning，让学生跟唱，集中学生注意力，调动学生学习兴趣。
(2)游戏 do a game. “simon says “ 指令是第一单元b.letsquo;s do的内容。
(3)师生同唱歌曲 “hello”。教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
(4)教师用头饰介绍人物。例如：教师举起miss white的头饰说：this is miss white然后戴上miss white的头饰说 ： good morning， boys and girls. isquo;m miss white
(5)请三个学生扮演 mr. jones， miss white， miss green ，用唱歌的形式互相问候。 “hello”
step2 呈现新课 (presentation)
(1)师生观看教学课件。课件内容为letsquo;s talk/a 的内容。教 师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。
(2)再次观看课件，教师提问： t： what are they doing?
(3)教师演示 letsquo;s talk/a 的内容，使学生进一步理解对话。方法为：教师戴上miss white 的头饰，左手举起mr. jones的头饰，右手举起miss green 的头时，用不同声调引出对话内容。在此次演示活动中，教师强调this is……。
(4)教师提问：miss white 是如何介绍miss green 给mr. jones的?miss green 和mr. jo nes是怎样用英语打招呼的。
(5)听本课时 letsquo;s talk/a 教学配套的录音带，学生跟读并模仿发音。教师注意带读不易掌握的读音，如：this is……一句中的元音字 “i” 的读音是[i] ，提示学生要读得短促些。而this一词中的th 在发音时，要让舍尖顶住 上齿，教师可以夸大口型，让学生了解发音方法。教师要适当纠正，切不可一味的纠正发音，打击孩子学习的积极性。
(6)分组练习。每三个学生一组进行练习good morning ，this is ……，给表现好的小组奖励小星星贴贴。
step 3画一画，说一说(draw and say )
( 1 )、让学生在纸上画出一个自己熟悉的人的头饰。
( 2 )、向同桌用句型：this is……介绍自己所画的人物。
( 3 )、分四个大组用句型：this is……介绍自己所画的人物大组进行比赛，给予表现好的小组奖励小星星。 step4扩展性活动(add-activities) 将趣味操练中的游戏扩展为“bing o”游戏。拿第一、二组的头饰画画让第三、四组的学生用句型this is ……辨认，由画此头饰的同学来说“bingo”或“no”，以小星星进行奖励。
step5 课堂评价及作业 (assessment and homework)
( 1 ) 教师小结本节课学生的表现(获得小星星的数量)。
(2)教师让学生根据自己本节课的获奖情况，制定本单元获奖目标。
(3)自己画喜欢的头饰， 并用句型t his is ……介绍，并把此句型抄写下来。
6年级英语上册教案篇5
1、能听懂会说what d u d n saturdas/sundas? i ften d hewr, read bs and watch tv.
lessn 6 教学目标：
1、能理解认读read and write 部分的对话，并能在情景中运用；
2、听说读写read and write中的四会句子，并根据对话内容完成句子填空练习；
3、能够完成let’s chec部分对本单元学习进行阶段性评价。
教具准备：教学光盘、单词卡片。
教学重点：本课时的重点是四会掌握句子：what d u d n saturdas? i watch tv n saturdas. what abut u? i d hewr。
教学难点：本课时的难点是将动作和星期几在一个句子中表达，如i watch tv n saturdas. 并能进行词组和单词的灵活应用，以及句中的大小写书写规范。
教学过程：
step 1. waring up
（l）汇报周末活动
把课后收集到的周末活动进行整理，使用句型：“what d u d n weeends？ i…．”在班级内汇报，找出学生们最喜欢的周末活动。
（2）日常口语练习，内容可参考如下：
a： what da is it tda？
b：it's mnda．
c：what d u have n mndas？
b：i have ath…i dn't lie mndas．i lve sundas．
a：what d u d n sundas？
step2. presentatin
（1）教师呈现教材图片，让学生说出表现z周六活动的三张小图代表哪三个动词短语。并试着按照z的喜爱程度排序。教师再问学生：what des aunt cath d n saturdas？请学生阅读对话后回答。
（2）看挂图或，听录音跟读对话，注意理解和体会上下文的意思，然后填充表格。
（3）教师指导学生书写四会句型，学生在练习本上仿写。可在班内进行“谁写得又快又好”的竞赛活动。
step3. let’s pla
（1）grup wr
分小组讨论a和wu ifan的周末活动，并找出他们的共同爱好。然后小组讨论每位成员各自的周末安排，发现共同爱好和不同之处，依照所给示范在班级内汇报。
（2）tas tie
这部分是本单元的选学内容，教师可视教学实际安排在课内或者课外完成。主要任务是把一周的活动设计成一本简易的插图活页书，并进行小组间交流。该项任务可以由学生个人完成，也可以由小组共同设计完成。在完成任务过程中要注意分工，学会合作，要求学生试着用英语去解决问题，交流情况。
4step3。cnslidatin and extensin（巩固与扩展）
finish：let’s chec, read and write
6年级英语上册教案篇6
教学目标：
基于学生的实际学习水平，新课标的具体要求和本册教材的特点，我将教学目标设计如下。
1、知识目标：学生理解并掌握单词mine、yours、argue、matter、wear等。
2、能力目标：学生能够运用所学句型对自己或他人的所属物品进行描述。
3、情感目标：学生在活动中学会运用所学知识进行交流，并在交流中学会与他人合作，敢于开口说英语的能力。
教法学法：
1、从儿童的年龄特点、学习兴趣和好奇心求知欲考虑，根据小学生的心理特征。我借助“任务型”教学模式，以听说、游戏活动为主线组织教学，并通过小组合作，角色扮演等来加深对学习内容的理解，培养综合运用英语的能力。
2、学生通过游戏和小组活动，使他们在交际中理解和运用语言，促进学生听、说、读的练习，是学生在快乐的学习氛围中学到更多知识。
教学过程：
一、warming—up热身环节
在这一环节中我设计了一个chant，由学生共同拍手来完成。
i i i，my my my
he he he，his his his
热身环节是英语教学过程的首要环节。采用节奏感很强的chant不仅能够凝聚学生的注意力，还能提高兴趣，将学生很快的带入到学习氛围中。同时复习了以前学过的主格代词和形容词性物主代词，引出了新知识名词性物主代词，为下面的学习做好了铺垫。
二、presentation新知呈现
首先，我拿起自己的书，问学生whose book is it？it’s my book.可用it’s mine.来代替，然后带领学生多读几遍，练习这个句型。再拿起mingming的铅笔盒，询问linghang（学生）whose pencil—box is it？引导学生回答：it’s mingming’s pencil—box.告诉学生it’s mingming’s pencil—box可用it’s mingming’s来代替，用同样的方式教授his、hers.
接下来是课文教学
首先，让学生听一遍录音，理解课文大意，并让学生初步感知语音、语调。让学生再次听录音，跟读课文，回答我提问的问题。
it’s amy’s t—shirt？no，it isn’t.
what colour is sam’s t—shirt？it’s red.
让学生听第三遍录音，并且跟读，录音播放完毕后，请2~3名学生分角色朗读课文。
本环节是新知识的呈现和练习，充分利用课堂中有限的资源，给学生创设了一种真实的教学环境，培养了他们的兴趣。这样，让学生在快乐的过程中不知不觉地掌握了本课的重点句型。反复的听读课文，加强了学生对课文的理解和记忆。
三、practice趣味操练、巩固新知
用多媒体课件呈现prat 3的四幅图片，图下面分别注明ms smart’s sweater lingling’s skirt amy’s skirt sam’s trousers分别显示。老师问学生答或者学生问学生答，来练习句型is this ms smart’s sweater？yes，it’s hers./no，isn’t hers.
这一句型也是本课的重点，是一种否定表达方法。这样师生合作完成教学曾今了师生之间的感情达到了师生互动、生生互动的效果。本环节通过反复练习巩固并掌握了所学知识，小组合作联系培养了学生的合作交流能力。
四、consoludation拓展延伸
把学生分成四个小组，各组学生把在家带来的书包、外套、裙子等物品放在一起，利用今天所学的句型进行对话，找出物品的主人。如果找对了物品的主人就给小组加分，进行奖励，还可以去别组给物品找主人。
拓展延伸对于学生更好地理解和御用所学知识具有重要作用，它有利于开发学生思维，提高英语的交际运用能力，培养了学生的学习兴趣。
五、summary and homework
带领学生一起回顾本节课所学的重点单词和句型。
让学生将各种熟悉的物品画在一张纸上，并且用英语标明这个物品是谁的。让学生自己动手画，培养了学生的动手能力，也进一步巩固了所学知识。
6年级英语上册教案篇7
lesson 13
teaching objectives:
1. master the comparative and superlatives of adverbs.
2. the comparative forms of long adjectives.
language focus:
fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to
properties: tape recorder, overhead projector, flash动画
teaching procedures:
step 1 revision
revise be going to.
ask individual students to open the door, close the window and do other classroom duties. as they stand up to obey, ask what are you going to do? then ask the class what is he/she going to do?
step 2 presentation
showing the picture of a farm by the overhead projector.
ask what is this? what can you see on the farm? what kind of work is there on the farm?
let the students to talk about the farm.
生活在农村的学生，可以让他们谈谈自己的农场情况，有多少种动物，农场的生活情况。
step 3 read and act
get the students to look at the picture on page 16 and describe it.
teach the new words about the animals on the farm.
play the tape for the students to listen and ask how many kinds of animals are there on the farm?
explain the language points:
have to, the plural form of sheep.
explain the comparative of long adjectives. give more examples, “my coat is beautiful. her coat is more beautiful than mine.”
play the tape again for the students to listen and repeat.
have them work in pairs to practise the dialogue. then ask some pairs to act it out in front of the class.
step 4 presentation
call three students to the front and say, “mary works hard. lisa works harder than mary. lucy works harder than lisa. lucy works hardest of the three.”
say another group of sentences and get the students to repeat, “linda gets up early. kate gets up earlier than linda. green gets up earliest of all.”
step 5 read and learn
showing the students the picture of part 2. let them to describe the pictures with the comparative and superlatives of adverbs
play the tape for the students to listen and repeat and check their answer.
step 6 exercise
complete the sentences.
1. 我母亲的工作是照看孩子们。
my ______ ______ is ______ ______ ______ ______.
2. 你在家得做些什么？
what ______ you ______ to ______ at ______?
3. 让我帮助你喂鸡。
______ me ______ you ______ the chickens.
4. 吉姆在他们班上每天早晨到校最迟。
mike ______ ______ school ______ ______ in their class every morning.
answers:
1.mother’s job, to look after children 2.do, have, do, home 3.let, help, feed 4.gets to, the latest
step 7 homework
1. make a group of sentences to compare things.
2. finish off the workbook exercises.
the design of the blackboard
lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower
教案点评：
利用幻灯片打出农场的图片，让学生了解农场导入本课关于谈论农场的对话的教学，通过图片的描述教学副词比较级。
lesson 14
1． 教学目标；
（1）使学生掌握本课重点词组和单词：agree with, in winter, in summer, hear doing, play with.
（2）使学生掌握形容词和副词的比较级和最高级的用法和句型
which do you like better, a or b? i like a better than b.
which do you like best, a, b or c? i like a best.
（3）使学生学会介绍和比较中美两国农场的差别。
2．教具：recorder and pictures.
3．教学过程：
step 1 revision
（1）写出下列单词的形容词和副词的比较级和最高级形式：high ,bright, interesting, good, beautiful, delicious, fast.
（2）出示图一：教师根据图片进行提问：
what kind of sport is it?
which one is riding faster?
which one is riding the fastest?
出示图片二：who is taller? who is the tallest in the three?
which one is running faster?
which one is running the fastest?
is the second sport man running quickly?
who is younger? who is the youngest?
which sports do you like better, the cycling or the running?
（3）复习第13课的对话，让学生回答以下问题：
where do ji wei and jone live?
what kind of animals are on ji wei’s farm?
what kind of work does he do then?
step 2 leading - in
show students pictures of farms in china and america. they talk about the pictures first, then talk about the questions given in pre - reading in small groups. teacher calls one group to do it as a model.
step 3 presentation
part 1 pre –read
（1）show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. draw a tractor on the blackboard and teach the word “tractor”. ask them where people use that. help them to say “in the country” or “in the field” or “on the farm”. imitate the sound and teach the word “bleat”. use a picture to teach “lake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, we can skate on the ice.”
（2）让学生就书上的问题分组进行讨论。教师可以进行巡视指导。
（3）教师检查一组学生的讨论结果。
part 2 read
（1）students read the article silently and answer questions
1. what’s the difference between ji wei’s farm and john’s farm?
2. which play does ji wei like better, the city or the country? why?
3. how about john?
4. who is cody? say sth about cody.
（3）学生阅读课文并找出课文中的生词和难点。教师进行讲解。
agree with, hear sb doing sth …
（4）教师让学生把这两个农场进行比较.总结相同点和不同点.
chinese farm american farm
small, grow more rice than american big, grow more corn than chinese, have more tractors and machines, have more animals
step 4 practice
（1）教师讲解句型：
which do you like better a or b? i like a better than b.
which do you like best a，b，or c ? i like a best 。
学生通过例子比较两个句型的区别。一组句型是两者这比较，另一组句型是三者这相比较。
教师可以出示一些实物如足球，篮球，排球等或红白蓝等颜色使用上句型进行叙述。
（2）write the topic “the city or the country” on the blackboard for the students to discuss in pairs. (they may read the dialogue in the book as a model) encourage students to use dictionaries to help them add new reasons. point out “lots of” means “ a lot of, many.”
（3）教师出示媒体动画，学生根据媒体动画对画面进叙述，教师先只让学生看字幕和图，要求学生自己配上旁白。也可以先让学生看一遍内容然后再叙述。然后学生不再看字幕只看画面进行叙述。
step 5 exercise
1. fill in the blanks.
i have a good friend who lives ① the farm.
he has many ② there, dogs, pigs, cows, etc. he uses a ③ to do the farm work , because it works faster and better. he don’t have to ④ the animals because they can find food themselves. he thinks the country is ⑤ (beautiful) than the city. he can hear the birds ⑥ and sheep ⑦ . and he often play ⑧ his dogs.
2. compare the two farms, and two boys.
ji wei’s parents grow ① and ② , john’s parents grow ③ and ④ . ji wei likes to sit and looks at the ⑤ and ⑥ . john likes to sit and listens to ⑦ . john’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.
answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with
2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating
step 6 homework
（1）要求学生完成教科书90页第一题和第三题。
（2）把课文改编成一个对话
（3）to write out the article “the city or the country.”
the design of the blackboard
lesson 14li wei’s farm john’s farm
use a tractor use animals
like to sit and look at… go fishing…
教案点评：
通过谈论运动图片复习副词比较等级的运用，展示图片引入关于中美两国农场的比较，让学生总结其特点，最后让学生谈论他们对农村和城市的看法。
lesson 15
teaching objectives:
掌握形容词与副词的比较级与最高级句型的运用。
language focus:
help sb with sth like doing sth.
eating too much is bad for you
properties: overhead projector, recorder
teaching procedures:
step 1 revision
1. to talk about the country life.
2. revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.
step 2 compare
showing the students the pictures to compare. saying:
the car goes faster than the bike.
the train goes faster than the car.
the plane goes faster than the train.
so the plane goes fastest of all.
ask who works carefully in class? help the students to answer jim works carefully. ask who works more carefully than jim? help the students to answer kate works more carefully than jim. ask who works the most careful of all? help the students answer lucy works the most carefully of all.
write the model on the blackboard
the car runs faster than the bike.
the train runs faster than the car.
the plane runs the fastest of all
get some pairs to present their sentences.
step 3 practise
students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” then they talk about who can do the most work, use the dialogue in the book as a model.
give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.
step 4 read and complete
students do the exercise themselves and then check the answers
(the answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)
then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “ly” are “more + adverbs” and “most + adverbs”.
step 5 exercise in class
complete the sentences
1. 公共汽车和轿车，哪个开得快？轿车。
which goes__________ ______, the car or the bus? the car_______.
2. 所有人当中，我摘的玉米最多。
i can pick ________ ________ corns of ______.
3. 她喜欢住在乡下。
she likes ______ ______ the country.
4. 迈克经常读书到深夜。
mike often reads ______ ______ ______ ______.
5. 我认为住在城市比城镇有趣得多。
i think ______ in the city is ______ ______ ______ than in the town.
6. 她经常帮她阿姨干农活。
she often ______ her aunt ______ the farm work.
answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do
step 6 homework
1. preview new lessons.
2. finish off the workbook exercises.
the design of the blackboard
lesson 15 more the quickest the earliest the car runs faster than the bike. the train runs faster than the car. the plane runs the fastest of all
教案点评：
本课主要是以学生练习为主，通过图片展示让学生进行比较等级的训练。
lesson 16
teaching objectives:
掌握比较级的用法；
掌握元音/u: / /u//ue/的发音。
language focus:
/u: / u, oo /u/ u, oo, oul /ue/ ure, ua,
what are you going to do after you leave school?
properties: tape recorder, pictures
teaching procedures:
step 1 revision
revise the comparison of adverbs.
my mother usually gets up earlier than my father.
my father gets up earlier than i.
so my mother gets up the earliest of all.
step 2 spelling and pronunciation
play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.
use flashcards to give more words. get them to practise the words.
step 3 rhyme
play the tape for students to repeat and recite.
read the chant together as a class.
then divide the class into two groups to practise the chant.
step 4 listening
play the tape for the students to listen. first make sure the students understand the meaning of the passage.
then play the tape again and answer the questions.
step 5 word puzzle
first explain the word haystack means a large pile of hay firmly packed for storing.
then students find out the words in pairs.
step 6 reading
play the tape for the students to listen. ask what is john going to do after he leaves school?
students read the text silently and ask them for the main idea of the passage.
play the tape again and answer the following questions.
1. where are ji wei and john now?
2. what are they talking about?
3. where did they do just now?
4. what is john going to do after school? after college?
5. what does he want to learn at college?
6. who is following them?
explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .
step 7 writing
showing the students the picture of aunt peggy’s farm. get them to look at the picture carefully. first have them talk about the picture. then have them write one paragraph about the picture individually.
step 8 checkpoint
revise the adjectival and adverbial comparatives and superlatives.
read the useful expressions.
step 9 exercise in class
complete the words, using the proper words.
different people have different ideas.
o______ people like life in the country, but y______ people don’t. they think life in the country isn't i ______. they like to go to the c______, have dinner in the r______ and s______ and dance with their friends.
my uncle and my a______ aren't f ______, but they live in the country. they grow f______ and vegetables for f ______. every morning they will walk r ______ the fields. they can hear b ______ singing and sheep bleating. they often say, “life in the country is much b______ now.”
answers: old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.
step 10 homework
1. to write out the description of the picture.
2. write one passage about the city or the farm you live.
3. finish off the workbook exercises.
the design of the blackboard
lesson 16 what is john going to do after he leaves school?(go to college.)
