教案在拟订的过程中，你们务必要考虑联系实际，在上课前拥有一份详细的教案是可以让我们有很大的安全感的，以下是满分范文网小编精心为您推荐的六年级英语下册教案8篇，供大家参考。
六年级英语下册教案篇1
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
六年级英语下册教案篇2
教学目标：
1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等
2、能运用句子how was your summer holiday? what did you do there?对别人在假期里所做的事情展开问答。
教学重点：
1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等
2、能运用句子how was your summer holiday? what did you do there?对别人在假期里所做的事情展开问答。
教学难点：
1、掌握四个动词短语过去式的读音和拼写以及句型what did you do over your holiday?的灵活运用。
2、如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
1 the teaching pictures
2 the figure pictures
3 some photos of the teachers
4 radio and tape
5 the word cards and figure cards第几课时：6
探索流程个性添加(教学反思)
step 1. warm- up and revision
(1) free-talk:
t: what day is today?
a: today is…
t: what day was yesterday? (强调yesterday)
b: yesterday/ it was…
t: what did you do yesterday?
c: i (did)…yesterday. (用前几课时已经学的词组)
(2) chain-drill:
c: i (did)…yesterday. what did you do yesterday?
d: i (did)…yesterday. what did you do yesterday?
e, f…( ask the teacher)
t: i went to a park yesterday.
step 2. presentation
(1) let’s learn:
继续chain-drill,由t引出并出示新授词组:
went hiking.
(2)学生已经了解了go的过去式后, t边用
i went (这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.
3)ask and answer:
a: t ask and ss answer.
b: s1 ask and s2 answer.
c: s3 ask and t answer.
由此,t引出新授词组: read a book.
(4)自编chant. chant together.见附录
(5)listen to the tape and repeat. pay attention to the pronunciation of: went, read.
(6)reading in 2 parts: t say the phrase loudly, ss say it lowly; t say the phrase lowly, ss say it loudly.
step 3. consolidation
通过各种游戏，操练所学词组
activity 1找搭档
activity 2我是侦察兵
activity 3记忆大挑战
task-time
（1) pair work
a: what did you do last weekend? / did you …?
b: i (did)…/ yes, i did.
(2)在问答过程中完成书中所示的表格.
(3)邀请几组同学到前面汇报调查结果
板书设计作业布置
unit 3last weekend
1.听本部分的录音，读给朋友或家长听。
2.活动手册
六年级英语下册教案篇3
一、指导思想
基础教育阶段英语课程强调从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生综合语言运用能力，使语言学习的过程成为学生形成积极情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
二、学情分析
这个年龄段的孩子具有好奇、好活动、爱表现、善模仿等特点。他们喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。他们喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。他们处在发育阶段，尚未定性，发音器官较成人的灵活，因此模仿外语的语音语点远比成年人容易。他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。他们爱玩、爱唱、爱游戏、爱活动，这些都是他们长身体、长体力的需求，他们坐不住，坐不久。这一切都是小学生身心发展的特点。
三、教材分析
六年级英语教材是在在五年级的对话的基础上，增加了阅读的内容和难度。本册中所涉及的一般现在时、一般将来时、过去时等句型中对人称、是动词的变化、行为动词的运用对小学生都是一个难点，要打好此部分的基础，为六年级的毕业考试及初中的学习打好基础。
四、减负提质
1、课堂尽量全英化，打好每名同学的英语基础，重点提高差生的英语功底，同时适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力争人人过关。
2、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，并能用英语表情达意，开展简单的交流活动。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步（尤其是英语基础不好的学生），树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。帮助英语基础不好的学生，提升英语基础好的学生。
五、教学目的、任务
本册教学重点：能按四会、三会的要求掌握所学单词。能按四会要求掌握所学句型。能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
本册教学难点：
1、一般过去时、一般将来时等几个小学阶段所学句型中对人称、是动词的变化、行为动词的运用。
2、对四会要求掌握所学句型的灵活运用：对话、写作、阅读。
3、教学内容与学生的生活经验知识层次的有机结合。
本册只安排了四个单元的学习内容，两个评价活动，有四周的复习时间。教师要有计划的安排好复习课，帮助学生系统的复习整理小学阶段所学的英语知识和内容，对照课程标准所要求的五个方面来检验学生是否达到所规定的二级目标标准
六、教学检测、评价
教学检查采取平时检测和期终检测相结合，评价学生的学习态度，学习能力和方法，学习结果。
六年级英语下册教案篇4
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
六年级英语下册教案篇5
单元教材分析单元学情分析
本课时的教学重难点在于让学生学会用英语的比较级，并能熟练的将其运用于实际生活中，询问身边的人或者事物的年龄、身高、重量以及长度并用比较级的句型来回答。本课时的主要语言项目是用英语表述自己的身高和体重，通过a部分五个英语词汇的掌握，把新授词汇融入到新句型当中。教材在let's do部分设计了三位学生的身高比较，让学生通过做动作或实际比较可以很快理解并熟练掌握这些相关内容，达到能实际运用的目的。六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。
单元教学目标：
知识与技能
1、通过第一单元的学习，学生能对身体或事物的高矮、大小、重轻、长短进行描述和问答。
2、四会(听、说、读、写)掌握的单词有：taller, shorter, older, younger, stronger, thinner, bigger, smaller, longer, heavier等。四会掌握的句子有：how tall are you? i’m 164 cm tall. you’re shorter than me. you’re 4cm taller than me. how heavy are you? i’m 48kg. i’m thinner than you, and shorter.
3、能够运用计量单位kg和m，能根据所给的`数据，运用比较词than进行事物或身体的比较或描述。
课时教学设计
课题：unit 1 (第1课时)备课人：上课人：
教学目标：
知识与能力：
1、能听、说、读、写taller、longer、older、younger 、shorter，than单词，发音准确。
2、能听懂问句：how tall are you?i’m1.61meters.能够使用句型：i’m taller, you’re taller than me。
3、能够运用新学的内容完成“do a survey and report”任务.
过程与方法：能在课堂的活动中运用所学的语言进行交际。
情感与价值观：
培养学生学习英语的兴趣，树立学生学习英语的信心
让学生养成积极锻炼身体的习惯。
教学重点：
能听、说、认读taller、longer、older、younger 、shorter单词，发音准确。教学难点：
能读准than并能运用比较级的句型。
教具学具课件准备
录音机、磁带、图片第几课时：1
探索流程个性添加(教学反思)
1.1.warm-up(预习)
(1)日常口语练习
t:good morning, boys and girls .how are you today?
ss: i’m fine. thank you. and you?
t:i’m fine, too. thank you.
2.play a game.(打开课件，播放人物图片)
t：look! i’m tall and old .how about you,...?
s1:i’m thin and short .what’s your father like, ..?
s2:my father is strong and tall.
2. presentation：
(1).ask and answer in the class.(两名学生在讲台上比较身高)
t: who is tall? / who is short?
ss: a is tall. / b is short.
t:a is taller than b.
(2).make some sentences.
引导学生用than和taller表达身边的同学身高情况.
(3).利用课件呈现其他新授单词(longer、older、younger、shorter)然后根据班级学生的情况分别编一个chant。
(4).听磁带朗读let’s learn中的内容，并跟读三遍。
(5).巩固练习。
a看口型，猜单词。
b.抽卡片猜单词。
(6).pair work
全班四人一小组，根据实际情况灵活运用今天所学习的五个新但词造句，并且能够拿自己与他人进行比较用英语表述出来。
3、practice：
(1). do a survey and report.完成表格
(2).句子接龙游戏。
s1:i’m taller than you. s2: i’m stronger than you
(3).主情境图练习。教师指出dinosaur和smaller的意思。
4、homework(家庭拓展)
(1)调查你的好朋友及家人的具体身高。
(2)读背今天所学习的五个新单词和句型。
(3)听录音，仿读。
板书设计作业布置
unit1 how tall are you?
tall----taller、
long----longer、
old----older、 than
young----younger
short----shorter
(1)调查你的好朋友及家人的具体身高。
(2)读背今天所学习的五个新单词和句型
六年级英语下册教案篇6
what do you want to eat?
learning aims：
1、能听懂、会读、会说、会写本单元的单词restaurant, menu
2、能听懂会说：
what do you want to eat?
i want a hamburger, please.
what do you want to drink? 等句子。
3、能利用所学到得知识在快餐店中进行实际的语言交际;
4、会唱歌曲: what do you want to eat?
教学步骤：
step 1 warm-up and show the learning aims
1. review unit 1.(key words and sentences)
2. t: boys and girls, today we are going to learn module 1 unit2 what do you want to eat? (板书课题) 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 learn the new words and the key sentences.
① try to read by themselves.
② listen to the tape and read after the tape.
③read the words in their own small groups.
step 3: learn the text
(t: last lesson we have learned that how to be a waiter or waitress in a restaurant and ask the customers what they want to eat. let’s listen to the tape. then please tell me what lingling and her dad want to eat and drink.
⑴.show the children the teaching chart.
⑵.play the tape and ask the children several questions:
where are they?
what do they want to do?
what do lingling\her father want to eat and drink?
⑷. practice the key sentences:
what do you want to eat? i want to eat….
what do you want to drink? i want to drink….
finish activity 2. ask the children to ask and answer in pairs.
⑸.role play of the text.
step 4: sing the song
1. ask the children to look at the pictures carefully.
2. play the cassette and ask the children to listen carefully.
3. teach the sentences of the chant one by one.
4. play the cassette several times and ask the children to chant together.
step 5 ：finish a task
1.play the game in group :the big dinner.
2.recite the new words and the key sentences correctly and skillfully in 5 minutes.
3. copy the new words and the key sentences correctly three times.
blackboard writing:
what do you want to eat?
new words：restaurant menu
what do you want to eat?
i want to eat….
what do you want to drink?
i want to drink….
教学反思：
六年级英语下册教案篇7
教学目标：
知识与能力：
1、能听懂、会说“how tall are you？ i’m 1.65meters. i’m taller than this one. howtall is it？”
并能在情景中正确运用。
2、能够知道meter的意思。
能够独立完成let's try的练习。
过程与方法：
学生能在合作交流中使用新语言进行沟通。
情感与价值观：
培养学生良好的英语学习习惯。
了解基本的计量单位的运用。
教学重点：
掌握句型：how tall are you？ i’m 1.65meters. i’m taller than this one. how tallis it？”
教学难点：
能在情景中正确运用所学句型并能完成调查表。
教具学具课件准备：
录音机及磁带、图片、学生自备一张调查表
第几课时：2
探索流程个性添加（教学反思）
1. preparation（预习）
1.日常口语练习。
2.复习单词：taller、 longer、 older、 younger 、shorter
2. presentation（新课呈现）
（1）let’s try
教师播放录音，学生独立完成练习并核对答案
（2）let’s talk
a.生阅读对话，并解释大意
b.教师范读，学生跟读
c.分组读，个别读回答问题
d.播放录音，学到再次跟读
tice（练习）
（1）.t： how tall are you？ i’m 1.65metres.引导学生回答，并多加练习。
（2）.做完后教师出示图片问how tall are you？请学生轮流回答。
（3）.把图片出示给学生，让他们加强练习。同桌或小组之间互相练习。
（4）.学生两人分角色朗读课文对话。
work（家庭拓展）
（1）.做本单元a let’s talk部分的活动手册配套练习。
（2）听a let’s talk部分的录音读给同伴、朋友或家长听。
板书设计作业布置
unit 1 how tall are you？ 2
how tall are you？
i’m 164cm tall.
you’re shorter than me.
you’re 4cm taller than me. 1听a let’s talk部分的录音读给同伴、朋友或家长听。
2每个学生准备图片两张，会用学过的比较级单词和相关句型进行演练。（学生可以根据各自的情况以个人或小组的形式来练习。
六年级英语下册教案篇8
本课时主要是帮助学生能够读懂题目要求，学会听前预测听力的`重点内容;
能运用基本听力技巧完成本部分的听力任务。能通过听力活动获得let’s talk板块的相关信息，为对话学习作准备。let’s try学生能够感知听力的语义及语用情景;能够在图片和老师的帮助下理解对话大意，并回答下面的问题;let’s talk板块能够在语境中理解生词fell off, labour day, mule, turpan,could,till的意思，并能正确发音;能够用正确的语音、语调朗读对话，并能进行角色表演;能够在情景中恰当运用由where和what引导的一般过去时特殊疑问句。通过本节对话课的教学，学生掌握并会运用where did you go? what did you do?等用语。过去时第二单元学生已接触过了，学生已经能简单地运用，就是生词过多，教学中通过学生自学，师生相互解决生词，充分体现自主学习、合作学习、探究学习、体验与感悟学习。留给学生合理的思维和探究空间。适时运用多媒体，引导学生主动学习，注重能力培养。通过多次听录音、观看动画的形式学习和操练主要句型，在掌握了该部分之后，学生再进行小组练习和角色扮演。本课时充分发挥了学生的自主性和主动性，学习效果较好。
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