Lesson 6 教学设计
Lesson 6 教学设计（精选8篇）
Lesson 6 教学设计 篇1
Lesson 6 教学设计 (教师用书)
Advance preparation
Prepare for today's lesson by displaying the vowels (a, e, i, o, u) either on the blackboard or on a large chart.
GREETING
Give the standard greeting to welcome students to English CLaSS.
Begin today's lesson by asking the CLaSS "What do you think we will learn about today " Would anyone like to guess If no one has guessed correctly, draw their attention to your chart of vowels.
Tell students that, as well as the letters, today's lesson is about other things. Give students a clue by asking them what many of the lessons so far in this unit have been about.
(Manners and being polite.)
LET'S LOOK AT OUR BOOKS
Required materials
photocopied pages for printing, one page for each student (copy the page at the back of this guide)
Give the standard command for students to take out their student books.
Draw the students' attention to page 12. In preparation for the rest of this lesson, the audiotape provides a quick review of colours and letters. Students will also practise printing the letters.
Give the "listen" command. The audiotape will repeat each sentence. Have the Students say the words along with the audiotape both times, pointing at each letter as it is named. The audiotape says:
A, red. A, red. E, green. E, green./, blue. L blue. O, orange. O, orange.
U, yellow. U, yellow.
Give each student a page for printing. Ask the students to select markers in the colours of the letters they see on page 12. Tell them that you want them to print each letter in the same colour as is displayed in the student book. Walk about the CLaSSroom as you repeat the words from the audiotape, ensuring that all students understand the directions and assisting anyone who is having difficulty.
When students are done, or you think you have allowed sufficient time for this portion of the lesson, introduce two new forms of politeness: Please and Thank you. Translate these words so that students understand. Tell the CLaSS that these two phrases are the most important ways of showing good manners.
What other phrases of politeness do students know (I'm sorry, you're welcome, excuse me.)
ACTIVITY: PLAY A GAME
Game: May I Have
Required materials
Sets of cards with lowercase vowels printed in different colours, one letter on each card, and enough cards for each student to have several cards
This is a fun game that helps students rehearse vocabulary while practising good manners.
Mix up the cards so that each student will have a selection (e.g., a blue i, a red a, a green e, and so on). Ask for a couple of volunteers or your CLaSS monitors, to distribute the cards to the CLaSS.
Divide the ClASs into pairs.
Rehearse the basic dialogue (shown on page 13 of the student book) with the ClASs as a whole, or with volunteers at the front of the ClASs. Students should focus on using four basic phrases: Please, thank you, you're welcome and I'm sorry.
Working within their pairs and using the phrase "May I have " students ask each other for letters in a particular colour: for example, "May I have a blue u, please " The partner responds accordingly.
Walk around the room as the students play, encouraging everyone to use the key phrases as often as possible.
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 12. Listen and colour. Students follow the instructions they hear on the audiotape, but only if the speaker says "Please." If he does not, students do not carry out the instructions. Tell them to listen carefully. The audiotape says:
Please colour the u red. Thank you.
Colour the e green. Thank you.
Please colour the a yellow. Thank you.
Please colour the i blue. Thank you.
Colour the o orange.
Please colour the o orange. Thank you.
Take a moment after the tape has finished to check if students understood. Did anyone colour the e Did anyone colour the o
PAGE 13. Please find the letters! Searching the jumble of letters in the middle of the page, students find and circle each of the letters shown in the bar at the bottom of the page. The letters may appear more than once. Look for the letter a. How many can students find
CLASS CLOSING
Briefly review some of the vocabulary from today's lesson. Ask the ClASs: To be polite, what do you say when asking for something (Please.) What do you say when you receive something (Thank you.)
Explain that the "something" you are giving or receiving can be permission: for example, today, when you give students permission to leave the ClASsroom, they should say "Thank you."
Gesture toward the door, and say, "Please." Students should respond as discussed. Say "Good-bye, ClASs" as students exit the ClASsroom.
Lesson 6 教学设计 篇2
(教师用书)
Advance preparation
See required materials listed below for the game in today's student book section.
GREETING
Give the standard greeting to welcome students to English clASs.
Announce that today the clASs is beginning a new unit of English lessons. Does anybody remember what this unit is about Remind students that you discussed this at the end of the last lesson.
TEACHING TIP
Speak English
Remember, use as much English as possible in your clASses. When you observe your students, you have an excellent opportunity to talk to them individually in English to make requests and offer friendly assistance.
LET'S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
Draw the students' attention to the illustrations in the student book. Can anyone in the clASs guess what today's lesson will be about
1. At the market
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time. The audiotape says:
[Li Ming]
Look! We can buy food at this market.
Look! We can buy food at this market.
[Jenny]
I see fish and meat.
I see fish and meat.
[Li Ming]
I see vegetables and fruit.
I see vegetables and fruit.
[Danny]
I see lots of good food.
I see lots of good food.
Take a moment to check the students' comprehension. See if everyone can identify the mastery vocabulary words in the illustrations: fish, chicken, meat, fruit, vegetables and food.
2. What do you like
Give the "listen" command. The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time, The audiotape says:
[Li Ming]
What do you like What do you like
[Jenny]
I like fruit. I like fruit.
[Danny]
I like chicken. I like chicken.
Have a brief clASs discussion. Does everyone understand the meaning of like Translate if necessary. Ask a few students "What do you like " and encourage them to respond with a favorite food, using the structure "I like ."
3. Let's play a game.
Game: Draw and Match
Required materials
large vocabulary cards with words that students have learned so far, emphasizing the new words in this level Note: In this game, the students draw pictures to illustrate words and phrases.
Choose vocabulary words that will be relatively easy to draw.
This game is an effective way of reinforcing comprehension and reviewing vocabulary.
You will need a stopwatch, watch or clock with a second hand, and a large container such as a box or hat. Spread out the vocabulary cards, face up, on top of a large desk or table.
Divide the cLaSS into two teams. Appoint someone as the timekeeper. Team 1 chooses two players who go to the front of the room. Player 1 takes a vocabulary card from the container. This player must try to show, through drawing only, what it says on this vocabulary card. He or she may not say anything, point to anything, write anything, or provide a clue in any way other than drawing.
By looking at the drawing, Player 2 tries to match the word or phrase with a vocabulary card. Team 2 must remain quiet!
The timekeeper keeps track Of how many seconds it takes Team 1 to match the word or phrase. The maximum time allowed is two minutes. When the team correctly matches the word or phrase, record this time on the blackboard. If a team uses up the maximum time without matching correctly, their recorded time will be two minutes.
Next Team 2 sends two players to the front of the cLaSSroom to choose a vocabulary card and draw and match the word or phrase. Play as many rounds of this game as you wish. The team with the least total time at the end of the game wins.
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 18. Listen and circle. Circle the words. The students listen to the audiotape and repeat the words, then circle the words on the right that match the words in the column on the left. They also complete the sentence at the bottom of the page.
Say "Listen" and point to your ears, then play the audiotape. The audiotape says:
Like. Like.
Fish. Fish.
Meat. Meat.
Fruit. Fruit.
Chicken. Chicken.
Food. Food.
I like food! I like food!
PAGE 19. Talk and write. Write the words. In any order that you wish, say one of the four words aloud to the cLaSS. The students repeat that word aloud, then find the picture that matches the word and write the word in the spaces provided. Repeat the activity with the remaining three words.
CLASS CLOSING
Today have students number off using some of the vocabulary from today's lesson: chicken, fish, meat, fruit, vegetables, food and like.
Have the cLaSS say the words together, then have individual students number off by saying the words in order, from chicken to like, until all students have a word. Remind the students to remember their words.
When today's cLaSS is over, have the students stand by word. You might say "Now all students with the word fruit may stand," and then move on to another word until all students are standing. Wave and say "Good-bye" to signal that cLaSS is over.
Lesson 6 教学设计 篇3
一,教学设计思路
首先教师可以通过老鼠和马的图片引出mouse和horse这两个单词.同时可以指着动物提问若干问题,例如:What color is it ;How many legs does it have ;Does it have wings等.通过讨论要求学生掌握"What can they do " 这个句型以及如何回答.通过学唱本课的歌曲掌握星期的表达方法并复习颜色的英文的名称.
二,教学目标
(一)知识
1. 熟记课文中出现的动物名称,特别是注意课文第二部分出现的动物,例如:duck, sheep, hen, rabbit, bird, cow等.
2. 掌握"What can______ " 和 "What else can______ "两种提问方式,并示范学生怎样替换这些用语里的单词.
3. 掌握英语中星期一到星期日的表达以及英语中表示颜色的单词.
(二)能力
1. 能用简单的句型形容这些动物,例如颜色,形状等.
2. 运用本课所讲的句型和让学生进行讨论.
3. 掌握询问星期的句型.
4. 学唱课文中出现的歌曲.
(三)情感
爱惜动物,人人有责.从自身做起,同动物做好朋友.
三,教学重点
1. 掌握动物的英文名称.
mouse, horse, duck, sheep, rabbit, dog, hen, bird, cow
2. 掌握设计can 一系列问句.
3. 掌握表示星期和颜色的单词.
四,教学媒体
电脑课件(录音机,磁带),教学图片,单词图片.
五,教学过程
1. 导入
1)唱"Old Macdonald Had a Farm",唱这首歌的时候不要听录音,帮助学生复习前两课所学到表示动物的单词.
2)教师用中文询问学生一些常见动物的习性.
2. 呈现新课
1)教师展示老鼠和马的照片,引出本课将要设计的表示动物的单词.
2)教师在黑板上写下"Can a ______ fly ,教师询问,学生看图回答.然后教师再写下"Can a_____ _____ ",教师更换动词询问,学生回答.
3)教师拿着表示星期的照片,引入表示星期的单词.
4) 教师指着不同的物体同时提问它们的颜色,从而引入表示颜色的单词.
3. 操练
1)教师展示老鼠和马的照片,同时提问如下问题:What is it What color is it How many legs does it have Does it have wings Is it big or small
2)针对课文第二部分出现的图片,教师领着学生进行如下讨论:
T:Can you fly
Ss:No, I can't.
T:What can fly Can a duck fly
Ss:Yes, a duck can fly.
T:Very good. A duck can fly. What else can fly What else can fly Say it, please, CLAss.
Ss:What else can fly
T:What lese can fly Can a cow fly
Ss:No, a cow can't fly.
3)教师拿着表示星期的照片进行提问:
What day is it today
It is Friday.
4)教师指着表示颜色的照片进行提问,例如:
What color is it
It is blue.
4.课堂评价
1)教师指导学生做活动手册的相关练习.
2)学生的词汇量越来越丰富,学生在运用时难免会出现错误,对此教师要积极的看待,鼓励学生思考和创造.
Lesson 6 教学设计 篇4
Lesson 7教学设计 (教师用书)
Advance preparation
Prepare for today's lesson by displaying the numbers from one to fifteen either on the blackboard or on a large chart.
GREETING
Give the standard greeting to welcome students to English cLASS.
Draw the students attention to your chart of numbers. Can anyone in the cLASS guess what today's lesson will be about
LET'S LOOK AT OUR BOOKS
Give the standard command for students to take out their student books.
Give the "listen" command. Ask the students to say the words along with the audiotape. For the first five lines, instruct students to point to the accompanying picture in the student book. The audiotape says:
Eleven. Eleven pencils.
Twelve. Twelve markers.
Thirteen. Thirteen pens.
Fourteen. Fourteen erasers.
Fifteen. Fifteen rulers.
One, two, three, four, five.
Six, seven, eight, nine, ten.
Eleven, twelve, thirteen, fourteen, fifteen!
One, two, three, four, five.
Six, seven, eight, nine, ten.
Eleven, twelve, thirteen, fourteen, fifteen!
LET'S DO SOME EXERCISES
Give the standard command for students to take out their activity books.
PAGE 14. Listen. Colour the picture! Draw your own. Students colour the butterfly as instructed by the audiotape. This type of art is called "colour by number." Sometimes people do big complex paintings this way (which is called "paint by number"). If students finish quickly, they may try creating their own colour-by-number picture for a friend to complete. Instruct students to first create a key for the illustration by colouring the numbers in the bar at the bottom of the page. Then they can find each number in the illustration and match its colour to the key. Give the "listen" command, then play the audiotape. The audiotape says:
Eleven. Blue.
Twelve. Green.
Thirteen. Red.
Fourteen. Purple.
Fifteen. Yellow.
PAGE 1S. Connect the dots! Colour. Working from one to fifteen, students draw lines between the numbers to connect the dots and create a picture. If they have connected the dots in the correct numerical sequence, they will have created a sailboat!
ACTIVITY: COUNTING
Count: I to 15
Required materials
Numbers chart or blackboard display
Sets of cLASSroom objects, books or other materials, or a chart or blackboard display of objects, arranged in quantities from 11 to 15.
Today's activity reviews the numbers from one to ten, and reinforces learning of this lesson's vocabulary: the numbers from eleven to fifteen.
Using your displays of objects, lead the cLASS in counting the items aloud.
Repeat, this time with a volunteer leading the count. Repeat with new volunteers as many times as you wish.
CLASS CLOSING
Allow time before the CLASs ends for students to "number off." Have the CLASs count together, in English, from one to ten. Then one by one individual students will each say one number counting from eleven to fifteen, proceeding in order (down the rows or whichever order you designate). For example, the first student in the row would say "eleven," the second student would say "twelve," the third student would say "thirteen," and so on. After the fifth student says "fifteen," the sixth student begins at eleven again. Continue until all students have a number. Tell them that they must remember their numbers.
When today's CLASs is over, have the students file out by number. You might say "Now all students with the number eleven may leave," and then move on to another number until all students have been permitted to leave the CLASsroom.
As each group of students leaves the room, say "Good-bye."
Lesson 6 教学设计 篇5
Lesson 1 教学设计 (教师用书)
GREETING
Welcome your CLAss to a new session of English lessons. Today's lesson is about greetings, introductions, and making new friends -- things to say when you meet someone new. Begin today's lesson by introducing yourself to the CLAss:
[Teacher] Good morning/afternoon, CLAss.
My name is Miss/Mrs. /Ms. /Mr. __
Every lesson in this level of Learning English will begin with a brief standard greeting to orient students. Review this greeting so the CLAss knows how to respond. The standard phrases for greeting your CLAss in this level are:
[Teacher] Good morning/afternoon, CLAss.
[Class] Good morning/afternoon, Miss/Mrs. /Ms. /Mr. __
Introduce today's lesson by telling the CLAss "Today we are going to learn about making new friends."
LET'S LOOK AT OUR BOOKS
Say "Let's look at our books" as you hold up your copy of the student book, open to the correct lesson. In this teacher's guide, we call this procedure the "standard command." It cues students to open their student books to the lesson for the day. Walk around the CLAssroom to make sure everyone can see the right page.
Have students look at the pictures on the pages for today's lesson. What do students think is happening
Does anyone remember how to ask someone's name in English What do you say to tell your own name
TEACHING TIP
Praise your volunteers
When asking for a response from your students, ask for volunteers. Don't call on individual students. You should never force children to speak. If you force young children to speak before they are ready, they may become worried and unable to learn well.
Give lots of praise to students who take the risk to volunteer. The more praise and encouragement you give to these students, the more volunteers you'll get next time.
Say "listen" and point to your ears. This is the standard command to cue students to listen to the audiotape. Play the audiotape.
The audiotape will repeat each sentence. Ask the students to listen the first time, then say the words along with the audiotape the second time.
The audiotape says:
[Danny] Hi! Hi!
[Wang Lingling] Hello! Hello!
[Danny] My name is Danny. What's your name
My name is Danny. What's your name
[Wang Lingling] My name is Wang Lingling. My name is Wang Lingling.
[Danny] Nice to meet you! Nice to meet you!
[Wang Lingling] Nice to meet you! Nice to meet you!
Today Danny made a new friend. Ask if anyone in the CLAss met someone new on the first day of school this year. What do you say in English when you meet someone new (Nice to meet you!)
TEACHING TIP
Connect ideas to "me"
When you teach with the student book, try to help your students "personalize" the ideas on the page. Help them find correspondences between the concepts on the page and themselves. Young children are very "me" centred. If you give them a way to connect ideas to themselves, you give them a way to learn.
Draw students' attention to the pictures on page 3. What gesture do English-speaking people use when meeting someone new (They shake hands.) Ask for a volunteer to shake hands with you.
If you have any students in your clAss who are new to the school, ask them to stand up and introduce themselves by saying "My name is __" Have the clAss respond by saying "Nice to meet you!" If you wish, ask one or two students who sit nearby the new student to demonstrate the gesture of shaking hands.
ACTIVITY: PLAY A GAME
Game: Stop! Go!
This is an action game about phrases of introduction.
When you say "Go!" students are to walk quickly through the clAssroom, looking down at the floor. When you say "Stop!" they look up and pair up with the student standing closest to them.
Those two students shake hands and introduce themselves, using the vocabulary from today's lesson as much as possible. For example, the exchange could be:
Student 1: Hello! My name is. What's your name
Student 2: My name is. Nice to meet you!
Student 1: Nice to meet you!
When you say "Go!" again, the students immediately begin walking through the clAssroom again.
If your clAss is very large, you might wish to call a group of ten or so students to the front of the clAss to demonstrate the game. Then give another group a chance to play.
LET'S DO SOME EXERCISES
Say "Let's do some exercises" as you hold up your copy of the activity book and some markers. In this teacher's guide, we call this procedure the "standard command." It cues students to open their activity books to the lesson for the day.
When the students have their activity books out, open your book to the correct lesson. Walk around the clAssroom to make sure everyone can see the right page.
Before beginning the activities for today's lesson, take a minute to introduce the four characters on page 2 to the clAss. Just quickly review their names. Have students point to the characters and repeat their names. Then briefly review the numbers from one to ten. Now students are ready to begin!
PAGE 2. Listen and number. Students listen to the characters introduce themselves on the audiotape, then write the appropriate number beneath that character's picture. For example, write the number one beneath the first character to speak.
Say "Listen" and point to your ears, then play the audiotape. The audiotape says:
One.
[Jenny] Hello, my name is Jenny.
[Man] Nice to meet you, Jenny.
Two.
[Wang Lingling] Hello, my name is Wang Lingling.
[Man] Nice to meet you, Wang Lingling.
Three.
[Danny] Hello, my name is Danny.
[Man] Nice to meet you, Danny.
Four.
[Li Ming] Hello, my name is Li Ming.
[Man] Nice to meet you, Li Ming.
PAGE 3. Trace and colour. Find Danny's new friend. The students use a coloured pencil or a marker to trace a line from Danny to his new friend.
CLASS CLOSING
Congratulate the students for completing Lesson 1 and for working hard.
Now that Lesson 1 is over, what happens next Who can predict what happens in the next English lesson (They will begin a new lesson, Lesson 2.) Tell the CLAsS that in Lesson 2 they will learn more about talking to new friends in English. They will also learn a new song!
Say "Good-bye, CLAsS" to signal students that it is time to leave the CLAsSroom.
Lesson 6 教学设计 篇6
一,教学设计思路
上课所学内容为西方快餐中的两种代表性食物pizza和hot dog, 本课内容donut也同样属于同一类词,因此可以由对上课的复习导出新课单词.通过对课本图片的描述和表演练习培养学生对语言的运用能力,并由此增强对现实生活的体验.
二,教学目标
(一)知识
1.熟记donut.
2.了解donut man, hot dog girl, pizza man等.
3.句型:Would you like… /May I have…
4.拓展:donut也可用来指donut形状的事物.
(二)能力
1. 能够用英语表达自己喜欢的食物.
2.能够运用为别人提供或请别人吃东西的简单日常用语进行交流; 在餐厅用餐时能够顺利交流.
(三)情感
1. 培养学生珍惜粮食,珍惜劳动成果的情感.
2. 使学生养成良好的饮食习惯,不挑食,不暴饮暴食.
三,教学重点
新词:donut (可数名词) a donut/donuts
句型:Would you like…
May I have…
四,教学媒体
电脑课件(录音机,磁带),教学图片或实物.
五,教学过程
1.导入
让学生合唱上课中改编的Chant,然后让学生从中找出上节课所学单词,并拿出实物或图片让学生辨认.
2.呈现新课
1)教师拿出donut实物或图片(最好为实物).
Besides hot dogs and pizza, I also like this.(教师做出味道可口状)Wow, how delicious it is! Would you like one
可能有学生会问 "What is it " 这时教师就可以自然导入新词donut的学习.如果学生没有反应出"What is it ",教师可以置疑 "Do you want to know what it is " ,这样教师就可以通过实物,图片,视频等进行对donut的讲解了.以及简单学习 "What would you like 的变型 "Would you like… "
2)教师让学生打开课本, "What do you see in the pictures ",学生自由发挥.教师可以接着问 "Who are they "/ "What are they doing ".然后向学生解释除了可以说 "My favourite is …,还可以说 "…is my favourite."及省略形式 "My favourite."
3)让学生听录音或观看视频学唱Do You Know the Donut Man .并向学生解释donut man, hot dog girl, pizza man等.
4)课外知识:
①donut-shaped
②donut的起源及做法.
3.趣味操练
1)表演:设置交际情景,让学生分组进行对话练习,进一步巩固单词和前边学过的句型,并练习本课句型.
情景:餐厅或超市.
道具:pizza, hot dogs, donut及其它一些食物,可用模型或图片代替.
角色:每小组一名服务员,3-5名顾客.
3)歌曲表演Do You Know the Donut Man (参照视频资源)
角色:donut man, hot dog girl, pizza man等.
4. 课堂评价
①做活动手册的相关练习.
② 在学生完成各种游戏的过程中,老师对学生的活动进行整体评价.
5. 学以致用
不仅掌握donut, 还要了解一些donut-shaped的事物.
六,板书
Lesson 19
donut
"Would you like a … "
拓展知识:
donut-shaped: shaped like a ring
Pizza and hot dogs,
Juice and bread,
Put your fingers on your head.
pizza and hot dogs,
Noodles and eggs,
Put your fingers on your legs.
pizza man
hot dog girl
donut man
Lesson 6 教学设计 篇7
Class Opening and Review
SUGGESTIONS FOR REVIEW
Use the quiz in the student book as review. Observe your students closely. Here's how the audiotape goes:
(Mr. Wood) Are you ready to listen, cLAsS Stand for the right answer. Sit for the wrong answer.
1. Are mitts and mittens the same* Yes, they're the same!
2. What is Danny doing He's putting on his scarf.
3. What is Li Ming doing He's skating on the snow.
4. What season is this It's summer. What a windy day!
5. What are you learning You are learning to speak English! Good work!
How did you do Look at the answers below.
Answers:
1. Yes! Mitts and mittens are the same! 2. Danny is putting on his hat. 3. Li Ming is skating on the ice. 4. It's fall. 5. You speak good English!
Sing "The Seasons Song."(See "Songs and
Chants~ ")
Story
"The Snowman"
Use the storybook and audiotape.
Please see "Teaching Techniques at the back of this guide for instructions on how to teach stories. Make sure you cover all three steps.
PREPARE TO READ
Here are some questions you can use to prepare the students for the story. Use as much English as possible, but allow the discussion to take place in
Chinese where necessary.
Who is in this story (,4 boy and a snowman. )
What can this snowman do (Talk, skate and ski.)
Why do the students think the snowman is in the refrigerator at the end of the story
READ
DISCUSS
Here are some questions you can use to reinforce the main idea of the story.
When can the snowman talk
Can the snowman ski
Can he skate
Why is he in the refrigerator
Do you like this story Why or why not
USE THE ACTIVITY BOOK
Number 1 in the activity book is a listening exercise on the audiotape as follows:
Listen. Follow the directions and draw pictures.
a. Draw a snowman. The snowman is skating.
b. Please put a jacket on the snowman.
c. Please put mitts on the snowman.
d. There are boots beside the snowman.
e. There is ice under the snowman.
f. It is snowy and windy.
Class Closing
FOR YOUR INFORMATION: AUDIOTAPE SEQUENCE
Student Book, Lesson 23 (all)
Storybook: "The Snowman"
Activity Book, Lesson 23: Number 1
Lesson 6 教学设计 篇8
unit 3 the 1 period (date: )
教学内容
at a music lesson part a.h
教学目标知识和能力能正确地听、说、读、写单词:lesson, song, learn, music, have, first, start, listen to, follow, together.过程和方法能正确地理解并应用句型: can you …? yes, we can. no, we can’t. ok。情感态度与价值观学会歌曲we can sing and dance。
教学重难点教学重点：正确应用所学的句型问答；单词的四会掌握
教学难点：人称代词i和we的熟练运用；初步了解现在进行时they are having a music lesson
教学准备录音机教学过程
学生活动
诊断与调整step1 greeting t: good morning , boys and girls ! step2 free talk t: i can skate. what can you do?t: i can play … what can you play? i can make …what can you make?ask and answer in pairs.step 2 presentation and practice1 t: i can …. , can you … ? practice one by one. t: can you play the guitar/sing/dance?添加单词we。2 t: you can sing and dance. you can play the violin and the piano. do you like music？ 教单词music。 t: today, let’s have a music lesson. t：at a music lesson, what can we do? 3 t: we can sing some english songs. right? 4 t: what can you sing? t: can sing ‘in the classroom’ first？5 t: everyone, can you sing ‘in the classroom’ ? let’s start. 6 t: can you sing ‘we study and play’?let’s sing it together. 7 t: can you sing ‘we can sing and dance’? shall we learn the song now? listen to the song, please.8 t: now, follow me, please.step 3 listen, read and practice1 t: we are having a music lesson in the classroom. (translate it into chinese.) some students are in the music room. they are having a music lesson, too.2 listen for the first time.3 listen and answer some questions, then read the text after the tape/the teacher. read by themselves.step 4 consolidation 1 t: i taught you an english song just now. now you teach your desk mates a song.2 practice in pairs.3 ask some ss to act it out in front.七、作业设计1、 listen and read the text four times.2、 practice to be a teacher and teach an english song.八、板书设计unit 3 at a music lesson ( a ) let’s sing … first.let’s sing it together. shall we learn the song now? listen to the song, please. now, follow me, please.ss: …ss: i can…ss: yes, i can./no, i can’t.ss: yes, we can./no, we can’t. ss: yes,i do.s: we can sing .ss: ok.s: no, we can’t.q1: what can the students sing first?q2: what can ben do?
unit 3 the 2 period (date: )
教学内容at a music lesson part b .c
教学目标知识和能力能正确地听、说、读、写单词:dance, play, make过程和方法能正确地理解并应用句型: can you …? yes, i can. no, i can’t. i can … what can you do?情感态度与价值观学会歌曲we can sing and dance。
教学重难点教学重点：能正确熟练地运用本课b部分出现的动词
教学难点：能用i can … what can you do?谈论能力
教学准备录音机，图片教学过程
学生活动
诊断与调整step1 greeting t: good morning , boys and girls ! step 1 free talk/ revision1 greetings2 t: i like apples. do you like apples? what do you like?t: i like skating. do you like skating? what do you like?skate, ski, swim。step 2 presentation and practice1 t: i don’t like swimming. i can’t swim. i can sing. 板书sing2 t：can you sing ‘we study and play’? let’s sing it together.3 t: can you dance? let’s sing and dance. 4 t: look at these words, sing, dance, swim, skate, ski. i can sing. how about you? t: what can you do? 5 ask and answer one by one.6 practice in pairs.7 play a game: listen and do 8出示c部分图，小组操练。9 t: i can play the guitar. what can you do? .10 出示木偶t: what’s this? t: i can make a puppet. maket: this is a model plane. i can make a model plane. t: i can make a model plane. what can you do?step 3 listen and read listen and read the words and phrases step 4 consolidation do a survey以小组为单位，学生完成调查表。 nameactivityis1s2s3
sing
dance
swim
make a puppet
play the guitar
play the piano二、 作业设计1、 listen and read the words and phrases 2、 copy the words and phrases three ss: …ss: i like…ss: i like…s: i can …s: i can …巩固动词sing, dance, swim, skate, skis: i can … s: it’s a puppet.s: i can …s: can …t: ，can you …?
板书设计：
unit 3 at a music lesson ( b&c )
a:i can … what can you do?
b:i can …
sing/ dance/ swim/ skate/ ski/
play the guitar/ play the violin/
make a puppet/ make a model plane
unit 3 the 3 period (date: )
教学内容at a music lesson part d,e
教学目标知识和能力能正确地听、说、读、写单词:ride过程和方法熟练掌握can与第三人称的搭配熟练掌握can与不同动词的搭配
情感态度
与价值观
能熟练朗读并表演e部分对话
教学 重难点教学重点：熟练掌握can与第三人称的搭配。教学难点：熟练掌握can与不同动词的搭配。
教学准备
录音机教学过程
学生活动
诊断与调整
step 1 free talk/ revision1 t: i can sing the song ‘we can sing and dance’. can you sing it?let’s sing the song together.2 t: who wants to be our teacher? please come here and teach us a new song.3 t: i can … what can you do/make/play/draw?step 2 presentation and practice1 出示d部分图片。 t: what can they do? let’s have a look. show picture 1. t: what can the girl do? can the boy dance? what can he do? look at the other pictures of this part and ask and answer in pairs like this.2 fill in the blanks.3 check the answers. read the sentences group by group.4 t: i can put a book on my head. can you put a book on your head? can you put a book on your finger? can you put a rubber on your nose? 学生边回答边做。step 3 listen, read and say/ look and say1 t: can you ride a bike? 教单词ride2 t: what can this boy do?step 4 consolidation ww w.x kb1. com do a survey about your good friend’s family familyactivityfather mother grandfathergrandmother
brother
or sister
singswim ride a bikeplay footballdraw a tiger
make a cake1 demo：can your … ? what can your … do?2 do the survey.3 feedbacks：’s … can … 七、作业设计1 listen and read part d and part e four times.2 copy part d in the exercise booone student acts a teacher in the front.s: i can …ss answer the questions.ss look, listen and read.practice to act in group.板书设计：
unit 3 at a music lesson ( d & e )
a:i can … b:me, too.
a:can you … ? b:yes/sure, i can.
unit 3 the 4 period (date: )
教学内容at a music lesson partf.g
教学目标知识和能力了解元音字母a在单词中的发音。过程和方法进一步掌握can引出的句型。
情感态度
与价值观
能用i can … what can you do?谈论能力
教学 重难点教学重点：进一步掌握can引出的句型。教学难点：了解元音字母a在单词中的发音
教学准备录音机教学过程
学生活动
诊断与调整step 1 free talk/ revisiont: let’s sing the song ‘we can sing and dance’t: i can … can you/your …?/what can you/your … do? talk about the ability in class.step 2 presentation and practicet: look. miss li and the students are playing a game ‘hide and seek’.ask: where’s ben? who can find him? practice. t: who can play …/make …/draw …?
listen and read the dialogue. then read together.t: would you like to play this game? please find this rubber. ask the ss turn back and hide the rubber.t: where’s my rubber? who can find it?write the words on the blackboard.after basketball class dancelisten to the tape and read the words.write the sentence on the blackboard.t: can you find out the same pronunciation in the words? 板书音标/á:/ 读音标和单词. bathroom, father, glass, can’t, afternoon10 t: who can read these words.step 3 consolidation国庆才艺大赛报名表:为庆祝国庆到来，我校将举行才艺大赛，请各小组组长征求组员意见并填好报名表。
name
ability
name
abilitywhat can you do? who can sing/dance/play the …? can you draw/write/make …?2、practice in groups.3、教师询问各组报名情况。 who can …? can you/s1/s2 …? what can s3 do?4、各组长汇报情况。 s1/s2/s3/… can …七、作业设计1、listen and read part f & g four times.2、review the words of this unit.3、finish off the workbook.ss: create some new songs and try to sing them.s:i/we/he/she/they can …s: i can …s: i can. it’s …let’s read it after the tape recorder.discuss in pairs.ss read them.板书设计：
unit 3 at a music lesson ( f&g )
after basketball class dance
we often dance and play basketball after class.
bathroom father glass can’t afternoon
温馨提示：通过以上关于Lesson 6 教学设计内容介绍后，希望可以对你有所帮助(长按可复制内容)。