pep人教版六年级英语上册全册教案表格式
Unit 1 How can I get there?
Topic Unit 1 Theme How can I get there? A 部分Lesson 1
Aims 1、能够听、说、读、写单词或短语：hospital，cinema，post office，bookstore，science museum。
2、能够听、说、认读并正确抄写句型：“Where is the … ? It's near the post office．”并进行关键词的替换操练。
3、能够听懂并基本会唱歌曲“Where is the hospital?”
4、能够掌握朗读句子时的升降调。
Key Points 1. 句型：Where is the ...? It’s near/next to/behind ....
2. 运用句型问路，表述方位。
Difficult Points 1.运用句型问路，表述方位。
2.正确书写四会单词和掌握三会单词museum的发音。
Aids 1．教师准备录音机和本课时的录音带。
2．学生准备一些玩具，如自行车、汽车、火车、飞机等。
3．教师和学生准备A Let's learn部分的单词卡片。
Task 设计城市规划图并描述
Blackboard Design
Where is the cinema?
It’s next to the bookstore.
science museum
post office
hospital
Procedures Contents Methods Purposes
Step 1. Pre-task Step2. While-task Step 3. Post-task Warm-up
Let’s try
Let’s talk
1. Greetings
2.Chant:
Where, where, where is the …?
Behind, behind, it’s behind the door…
3.sing a song
“Where are you going?”
4.Guessing game
A.It’s a p lace that I can see lots of animals.
(zoo)
B.It’s a place that I go from Monday to Friday.
I have classes there. (school)
C.I want to see a film. Where can I go?
(Present and teach “cinema”)
D.I don’t feel very well now. Where shall I
go? (Present and teach “hospital”)
1.T shows a picture
T: Look! Where is the cinema?
Ss: It’s behind the post office.
轻快的歌谣，富有韵
律的歌曲快速帮助
学生复习旧知识并
马上精神饱满地进
入课堂。
采用任务型教学途
径，让学生在学中
做，在做中学
T: Where is the hospital in our town?
Ss: It’s next to our school.
5.Present the task
学会运用句型Where is the cinema? It’s near
the bookstore. 简单描述家乡公共设施的大致
位置并分享给朋友。
Let’s try
1. Listen and tick.
2. Check the answers and Teach museum ad
bookstore.
There are many books there. You can buy
books in the bookstore.
Is there a bookstore near here?
Ss: No, there isn’t.
T: There are also many books in this place. It’s
a library.
3.. Practice: chain game
T: Where is the …?
S1: It’s …. Where is the …?
S2: It’s ….
Let’s talk
1.Listen and underline the places
Ss: Museum, post office
2.listen and answer
1)Where is the musum shop ?
2)Where is the post office ?
3.Listen to Let’s talk and repeat.
1.Pair work
Look at the pictures and talk about the places in
Tong’an.
2.Task: 描述自己设计的城市规划图
（1）Pair work:
S1: Where is Renmin Park.
S2:It’s near the hospital.
（2）Introduce your city.
S: look. This is our city. The hospital
is next to the cinema.
（3）Make a survey
Step 4. Homework
1.Copy the new words and phrases 5 times.
2.Copy the key sentences three times and
recite them.
3.Finish the reading exercises.
教后反思
Unit 1 How can I get there?
Topic Unit 1 Theme How can I get there? B 部分
Lesson 2
Aims 1. 帮助学生理解对话，并学会运用句型“How can we get there?”问路。
2. 帮助学生学会运用词组“turn left, turn right,”等表述路线。达到简单的交际。
3.能够听、说、认读以下短语：Stop at a red light ．Wait at a yellow light．Go at a green light。能够听、说、读、写短语和单词：stop wait traffic lights traffic rules
4. 能够了解基本的交通规则，即红、黄、绿灯的功能，并能根据英文指令做动作。
Key Points 1.学生能够充分理解并正确朗读对话。
2.能够听、说、认读以下短语：Stop at a red light ．Wait at a yellow light．Go
at a green light。能够听、说、读、写短语和单词：stop wait traffic lights traffic rules.
Difficult Points 难点：如何正确的表述路线，指引他人到达目的地。
书写短语traffic light ，traffic rule
Aids 教师准备录音机和本课时的录音带。
Task 做一日导游
Blackboard Design
U nit 1 How can I get there ？
How can I get to the ...?
Turn ... at the …Then turn ... at the…
Procedures Contents Methods Purposes
Step 1. Pre-task Step2. While-task Step 3. Post-task Warm-up
Let’s try
Let’s talk
1.sing a song
“Where are you going?”
sing a song
“Where are you going?”
2.Sharp Eyes :Present the map, talk about the
places. And read the words quickly.
3.Look at the map and answer the questions.
Where is the…?
It’s neat to the…
Present and tech Italian restaurant restaurant
and pizza.
Try to read ：pizza，Italian restaurant
Compare the Chinese food and western food.
4.Listen and do.
Turn right, turn left and go straight.
Let’s try:
Read the sentences first then listen and tick or
cross.
1. Listen and tick.
2. Check the answers.
Let’s talk
（1）T present the map and say ：“N ow, I want
to have some pizza, I want to go to the Italian
restaurant. How can I get there?”. Let the
students draw the route and try to say out ：
轻快的歌谣，富有韵律
的歌曲快速帮助学生复
习旧知识并马上精神饱
满地进入课堂。
文化渗透，让语言学习
与文化感悟结合。
采用任务型教学途径，
让学生在学中做，在做
中学
Turn left at the ... .Then turn right at the ....
(2)Present the new phrases and do the
actions ,then draw the route and understand the
meaning,
Turn left ,turn right, go straight, crossing
3)Liten and repeat “ Let’s learn”
4)T: Look at the picture ,where are they? Yes,
they are at the cinema. They are hungry. How
can Wu Yifan and Mike get to the restaurant?
Ss: Listen and think, then draw the route.
5)Practice the key sentences.
------Turn left at the bookstore. Then turn right
at the hospital.
（6）Role read the text in groups.
3. Consolidation and extension
（1）Be a tour guide ( Beijing or Tong’an )
Pair work ( Sho w a map of Tong’an )
S1: How can I get to the Palace Museum ?
S2:Go straight and you can see the Palace
Museum.
（2）Finish the exercises.
教后反思
Unit 1 How can I get there?
Topic Unit 1 Theme How can I get there? B 部分Lesson 3
Aims 1.能够完成read and write 部分的练习，并能理解、朗读课文内容。
2.能够了解地图、指南针、GPS、星星在指引地点方向上的作用。
3.能够掌握句子在发音上的语调技巧。
能够独立完成let’s check 和let’s wrap it up部分的练习
Key Points 能阅读课文，正确完成相应练习。Difficult Points 1.运用句型问路，表述方位。
2. 能复述故事，掌握发音语调技巧。
Aids 教师准备录音机和本课时的录音带。
Task 完成出行路线
Blackboard Design
Unit 1 How can I get there ?
We are in front of the cinema .
Follow me , please .
Is it far ?
Now we are behind the hospital .
There is a restaurant .
My new GPS works .
Procedures Contents Methods Purposes
Step 1. Pre-task Step2. While-task Step 3. Post-task Warm-up
Let’s try
Read and
write
1.Sharp eyes, Ss say the words quickly and do
the actions.
2.Sing a song :Where is the hospital?
3.Listen and do.
Turn right, turn left and go straight.
4.Let’s try.
Read the sentences first then listen and tick or
cross.
1. Listen and tick.
2. Check the answers.
Step 2 : presentation
Read and write
1.T：What can help us find a place ? Ss：Stars,
compass, GPS, map.
2.T按照从古至今指示方位、寻找地点的方
法进行介绍或让学生主动说一说自己对
这些方法的了解。
3.T:If you are in a car. How can you find a
place. Ss: GPS. T: Yes,read the text and
think :How can the boys find the Italian
restaurant.
4.Read the text and answer the questions.
First underline the key words.
5.Groupwork
6.Listen and repeat.
7.Role read the text.
8.Groupwork--------Draw the route of the
restaurant in group. Discuss.Then check the
answers.
9.Fill in the banks. Then retell the story.
10.引导学生观看Tips for pronunciation 部分
的句子，猜一猜句子的语调。然后播放此
部分录音，学生一边跟读，一边做手势，
注意语音语调的模仿。请几位学生上台大
声朗读，其他学生当小评委，提建议。
11.更多句子板书
Is there a hospital ?
where is it ?
Turn left at the bookstore .
让学生尝试朗读句子，分组讨论在发音上的
语调技巧。
Step 3 : practice
1.Let’s check
引导学生观察图片，播放录音，学生勾出所
轻快的歌谣，富有韵律
的歌曲快速帮助学生复
习旧知识并马上精神饱
满地进入课堂。
采用任务型教学途径，
让学生在学中做，在做
中学
听到的地点。核对答案。
2.Let’s wrap it up
引导学生自主完成练习，运用椭圆中的词造
句。
Step 4 : Consolidation and extension
1.让学生把Read and write 部分的录音读
给家长或朋友听。
做课堂作业本的配套练习。
2.练习册(分层）
教后反思
Unit 1 How can I get there?
Topic Unit 1 Theme How can I get there? B 部分Lesson 4
Aims 能够理解story time 的故事。
能够分角色自如表演Story time 中的故事。
Key Points 能够理解故事。
Difficult Points 难点：如何正确的表述路线，指引他人到达目的地。
能自如表演故事。
Aids 教师准备录音机和本课时的录音带。
Task
Blackboard Design
Unit 1 How can I get there ?
Go that way .
It’s next to the film museum near the Thames .
Is the Thames far from here ?
Procedures Contents Methods Purposes
Step 1. Pre-task Step2. While-task Step 3. Post-task Warm-up
Story time
Warm up
1.Free talk
T: Boys and girls ,do you love Zoom ?
S : Yes !
T : Let’s find out what h e is doing now ?
2.Sing a song.
3.Say a chant
4.Let’s Check
(1)Listen and tick
(2)Check the answers.
Presentation
Story time
1.First the students look at the pictures and
轻快的歌谣，富有韵律
的歌曲快速帮助学生复
习旧知识并马上精神饱
满地进入课堂。
文化渗透，让语言学习
与文化感悟结合。
采用任务型教学途径，
让学生在学中做，在做
中学
discuss in groups, then tell the story in
Chinese.
2.Watch the CD-ROM ,then think of two
questions.
3.Grouowork ;Draw the route and describe
the route .
4.Disorder the sentences, T read the
sentences ,Ss put the cards in order and
tell the story.
5.Listen to the story and try to imitate the tune
clealy and emotionly .
6.Role play the story in groups and do the
actions.
7.Act it out.
Step 3 :Practice
Groupwork : Design a new story about asking
the way. And have a match. Which group is
winner?
Step 4 : consolidation and extension
1.讲story time 部分的故事朗读给家长听。
2.优化设计练习。（分层）
教后反思
Topic Unit 2 Theme Ways to go to schooll
Part A Let’s learn, Let’s try, Let’s talk Lesson 1
Aims 知识、能力目标：
词汇：能听懂、会说、认读并正确抄写单词by bike by bus by train by plane by ship by subway on foot by taxi 句型/语法：能听懂、会说、认读，正确抄写句型How do you go to …? I go by …，并能在实际生活中简单运用。
功能与话题：
能用所学句型How do you come to …?替换关询问别人的出行方式；并能用Usually,I come by…描述到某地的交通方式，并进行简单交流。
学习策略目标：
小组合作学习
Key Points 句型How do you come to …?替换关询问别人的出行方式；并能用
Usually,I come by…回答
Difficult Points 句型How do you come to …?替换关询问别人的出行方式；并能用
Usually,I come by…回答
Aids CD-ROM, word cards, radio, tape
Task 能用所学句How do you come to …? Usually,I come by…，描述到某地的
交通方式，并进行简单交流。
Blackboard Design
How do you come to …?
Usually,I come by…
by bike by bus by train by plane by ship by subway on foot by taxi Procedures Contents Purposes
Ⅰ.Warm-up
II. Presentation Ⅲ.
Practice/Consolidati on
ⅣHomework 1.热身(Warm-up)
Let’s start
复习频度副词：always，usually，often，sometimes，never的读音与
词义。有关活动可借鉴五年级下册教师教学用书第一单元。
Let's chant
教师放本课时Let's chant部分的录音，学生先静听一遍，再跟录音轻
声吟唱一遍。教师再放录音，带着学生一起边唱边做动作.
2.新课呈现(Presentation)
(1)教师拿出一辆玩具自行车，自问自答：“How do you come to
school? Usually,I come to school by bike．”并在黑板上写下：by bike。
教师再重复刚才的句子并问某一学生：What about you? How do you
come to school? '’学生如果回答：“Me too!”教师就继续问下一名学
生，直到有不同答案，教师帮助学生说出完整的句子：“Icome to school
by…”并将相应的短语写在黑板上。
(2)学生听录音，跟读Let's learn部分的内容。教师注意纠正学生的语
音、语调
Let'stry
(3)教师放录音，学生看图选择正确答案，并从听觉上进一步感知主
要句型。
(4)教师提问学生：“How do I come to school，do you know? Ask me，
please!’’鼓励要更多的学生参与提问教师：“How do you come to
school?然后教师在黑板上画＆一辆自行车、一辆公共汽车和～辆计
程车的图案，并分别在后面两图旁标＆当地的价格，如：l Yuan，1o
Yuan，回答说：“Usually I come to school by bike。because it's good exercise．Sometimes I come by bus，because it's cheap．It costs l Yuan.
Sometimes I come by taxi，because it's fast，but it's too expensive．It
costs 1o Y uan．
(5)教师放课文录音，之前向学生提出问题：“How does Sarah come to
school? listen．”学生听后回答问题。
(6)学生跟读录音，然后两人一组替换句型中的关键词练习对话。
3. 巩固和延伸(Consolidation and extension )
(1)教师事先准备一些打乱顺序的单词卡片，让学生读词后陕速拼成
正确的句.或者空出四会句子当中的某些短语或单词，只给出打头的
第一个字母作黄示，让学生填充句予。最后再让学生书写四会句子。
(2)Group work
教师让学生四人一组，通过提问“How do you come to school?’’了解同
学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is
near．It's fast．It's cheap．good exercise．…
(3)学生回家调查父母及其他亲戚的上班方式，准备下一节课做汇报。
My father and Uncle Wang go to work by bus，because it's cheap．My
mother go
to work on foot，because…．
营造课堂气氛，激
发学生的积极性，
同时也为下面引出
新词作铺垫。
培养学生听的能力
和辨认单词的能
力。
利用CAI生动形象
的设计，激发学生
的学习兴趣，深入
浅出。
综合呈现新学单
词，在语境句型下
操练，加强句子单
词的运用。
教后反思
Topic Unit 2 Theme Ways to go to schooll
Part A Read and write Pay attention Tips for Pronunciation
Let`s warp it up Lesson 2
Aims 知识、能力目标：
（1）词汇：.能听懂、会说、会认读3个单词：then，always ，know
(2)句型/语法：能听懂、会说、认读，正确抄写句型How do you come
to … I go by…并能在实际生活中简单运用。
（3）语音：能够了解辅音，／p／，／b／，／t／，／d／与元音／i：／，／i／的发音规则
情感态度目标：
通过交流促进班级同学间的友谊，通过小组活动培养学生的合作精神。学习策略目标：小组合作学习
Key Points 学生能够充分理解并正确朗读对话。
Difficult Points 如何指引他人在不同地点换用不同的交通工具到达某一
Aids 课件，CD-ROM, TAPE
Task 用所学句型来描述交通方式
Blackboard Design
Procedures Contents Purposes
I．Warm-up
II. Presentation and practice
III. Consolidation and extension I．Warm-up
(1)、教师放c Let's sing部分的录音，学生跟唱。
(2)、教师检查上一课时布置的调查任务，要求学生两人一组交换信
息，如：“M and Uncle Wang come to work by bus because it's
cheap．My mother goes to work. Because…
II. Presentation and practice
(1)“最佳路线”活动
教师展示画出的路线并示范如何描述Sarah去公园的路程：“First，
Sarah Can go to Zhang Peng's home by bike．Next, Sarah and Zhang
Peng go to the bus stop on foot．Then they can go to the park by bus．”
教师板书first，next，then，请几名学生依照顺序来描述 Sarah和
Zhang Peng去公园的路线，比一比谁说得最好。(2)学生阅读对话，
完成文后两个问答练习。
Pronunciation
(1)教师先让学生听录音、认音标，再试读例词，让学生把发音的
“音”(读音)、发音的的“形”(音标)与发音在单词中的表现形式(字母或
字母组合)对照学习。
(2)Read and match
用Song等有趣的
形式来复习上节课
的词汇和句型，激
发学生一开始学习
的热情。
在活动中，给学生
以广阔的想象空
间，从而促使学生
积极、主动思维。
提高学生小组合作
意识和交际能力。
学生先试着将课本上四个单词的音标与词形和配图连线，然后教师
公布正确答案。
III. Consolidation and extension
教师询问学生课本上各个交通标志的意思：“What's the meaning?”
然后帮助学生回答：“Turn right．Crosswalk．One way．”等。再让
学生完成图与文字搭配的练习。
教后反思
Topic Unit 2 Theme Ways to go to schooll
Part B Let’s learn Read and write Lesson 3
Aims 知识能力目标：
(1)词汇：能够听、说、认读并正确抄写：stop，wait，traffic lights，traffic
rules 。
(2)句型：能听懂、会说、认读并正确抄写运用Stop at a red light．Wait at
a yellow light．Go at a green light．
功能与话题：能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。
文化意识目标：能够了解基本的交通规则
Key Points 能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指
令做出相应的动作。
Difficult Points 能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指
令做出相应的动作。
Aids 课件，CD-ROM, TAPE
Task 能够了解基本的交通规则
Blackboard Design
Stop at a red light．
Wait at a yellow light．
Go at a green light．
Procedures Contents Purposes
Ⅰ.Warm-up
Ⅱ.Presentation and practice
Ⅲ. Consolidation Ⅳ．Homework Ⅰ.Warm-up
（1）、“兔子舞”游戏
教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在
前面学生的肩膀上，随着音乐的指令“Left-Right-Go-Turn around-Go，
g。，go”，队伍开始向前慢慢移动，教师最好也参与游戏。
（2）、师生一起吟唱Let's chant的歌谣。
Ⅱ.Presentation and practice
(1)教师指着教室里的日光灯说：I like the lights because I can see
things clearly at night .Can we see lights in different colours in our city ?
Yes!Neon light , traffic lights．…
(2)教师边画简笔画，边说：“We have red，yellow，and green lights. We
call them traffic lights．教师板书traffic fights，然后问学生：“What do
they mean，do you know?，学生可能会用汉语回答，教师点头表示肯
定，再请学生回答：“When do we stop／wait／go?’引导学生回答：
We stop at a red light．．．
(3)教师出示自制红绿灯，看见绿灯，教师一边向前走一边说：“It is a
green light. Go-go。go!，，看见黄灯，停住不动但摆动双臂示意要走：
“It is a yellow light. Wait-wait-wait! I can go in a moment．”看见红灯，
提问学生：“The light is red。Stop-stop-stop!”
Let's read
(1)教师站在课前画好的分道线的右侧，往前走，边走边说：“Now I'm
walking on the right side of the road．I know the traffic rules．Do you
think so?”
(2) 完成课后的问题
Ⅲ. Consolidation
让学生听Read and write。
教师放两遍录音，第一遍全班学生跟读，第二遍学生分角色跟读。
Ⅳ．Homework
利用多种形式引出
新词。
利用多种形式巩固
和操练新习得的单
词。
教后反思
Topic Unit 2 Theme Ways to go to schooll
Part B Let’s try Let’s talk Let`s check Lesson 4
Aims 知识、能力目标：
句型/语法：能听懂、会说、认读，正确抄写句型How Can I get to Zhongshan Park? You can go By the No．15 bus,并能在实际生活中简单运用。
功能与话题：学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地
情感态度目标：
能够在对话中正确使用礼貌用语，比如：“Excuse me．Thank you．You're welcome．”等。
学习策略目标：小组合作学习
Key Points 句型How Can I get to Zhongshan Park? You can go By the No．15 bus.
的简单运用
Difficult Points 学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地Aids CD-ROM, word cards, radio, tape
Task 学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地
Blackboard Design
How Can I get to Zhongshan Park?
You can go By the No．15 bus.
Procedures Contents Purposes
Ⅰ．Warm-up Ⅱ．Presentation Ⅲ. Consolidation and extension Ⅰ．Warm-up
(1)教师将全班学生分为两组，每组选派一名代表上讲台发指令。如：
Green／red／yellow light，各组学生在座位上做动作，做错者坐下，
即被淘汰，最后站着的人数多的组胜出。
(2)教师让学生用自己的话描述交通规则，表述正确者为小组争得一
分，描述有新意者得三分。
(3) Let's try
教师放Let's町部分的录音，学生听录音选择相应的图片。
Ⅱ．Presentation
(1)教师根据学生平时常去的场所提问，如当地的一家电影院、风景
点、或学生的祖父母家等：“How can you get to…?Can you go by…?Is
it fast／slow／expensive t0 go by…?”进行师生间的自由会话，再让学
生感知一下新句型：How canI／you gettO…?然后，教师板书这组句
子。
(2)教师继续提问：“It's a place．You can buy food，drink，fruit，
vegetables，school things and clothes there．What is it? (It’s a supermarket．)”教师最好出示一张当地比较有名的超市的照片或图片
来给出谜底。
教师再提问：“How can I get there? By bus or by bike?”然后领读
句子：“I can go to the supermarket by…”帮助学生理解supermarket是
一个合成词，来源于super与market。
(3)教师说：“Now let's listen to the tape and f ind out where Jim is going
and how he can get there．'’学生听该部分录音，回答问题。
(4)教师再次放该部分录音，学生跟读。
Ⅲ. Consolidation and extension
(1)教师出示自制地图，请一名学生协助示范对话，然后让学生两人
一组，编一对话并进行表演。
Ⅳ. Homework
用游戏导入热身，
学生较快进入英语
学习语境中。
通过录音，引出新
句型。
多形式对课文进行
再听，再练。
提高学生合作水平
和合作意识。
教后反思
Topic Unit 3 Part A Let’s learn & Let’s talk Lesson 1
Aims 知识能力目标：
（1）能听懂、会说、认读并正确抄写单词tonight及词组visit my grandparents, see a film, take a trip, go to the supermarket, this
morning, this afternoon, this evening, next week并能够正确使用来谈
论自己的活动计划；能够在语境中理解生词tomorrow和lesson的意思，
并能正确发音。
（2）能听懂、会说、认读，正确抄写句型What are you going to do tomorrow? I’m going to have an art lesson.
（3）能在情景中运用句型：What are / is … going to do? We’re / I’m going to … He / She is going to …谈论活动计划的内容。
（4）能在图片和教师的帮助下理解对话大意，并回答读后问题。
（5）能按正确的语音、语调及意群朗读对话，并能进行角色扮演。
情感态度目标：
能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。
学习策略目标：学会划分音节；小组合作学习
Key Points 听懂、会说、认读并正确抄写单词tonight，词组visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, next week，句型What are you going to do tomorrow? I’m going to have an art lesson. 并能在情景中运用。
Difficult Points 在情景中灵活运用所学新词、新句；
能按正确的语音、语调及意群朗读对话，并能进行角色扮演。
Blackboard Design
Unit 3 My weekend plan
Part A let’s learn & let’s talk
A: What are you going to do tomorrow? B: I’m going to have and art lesson.
this morning see a film
this afternoon take a trip
this evening visit my grandparents
tonight go to the supermarket
next week
Steps Contents Purposes
Ⅰ.Warm-up II. Presentation Ⅲ.
Practice/Consol idation
ⅣHomework Ⅰ.Warm-up
1、Enjoy the song: What are you going to do?
2、Enjoy a picture: weekend plan
3、Review the activity by word cards.
Teach “visit my grandparents”
4、出示小黑板，通过简易歌谣进一步巩固
Morning morning，this morning
Afternoon afternoon，this afternoon
Evening evening，this evening
Week week，next week
作息表诠释this morning, this afternoon, this evening,
同时引出tonight
日历诠释next week, today, tomorrow
5、Free talk(对几个学生或全班进行问答)
T：Can you make a plan for your days? What are you going
to do today?
Ss: We’re going to school. We are gong to have Chinese
class, math class, English class...
T: So, we are going to have lessons. Chinese lesson, math
lesson, English lesson... and many lessons.What are you
going to do this afternoon? Maybe you are going to play
sports.
S: I’m going to play ping pong.
T: What about this evening? Tomorrow? Next week? This
歌曲活跃气氛，
扩大新语言输
入量
用CHANT等有
趣的形式来复
习词汇，激发学
生一开始学习
的热情并由旧
引新。
创设语境，巩固
运用新知，词不
离句。
让学生通过听
力练习获得talk
板块的人物及
场景信息，为进
入正式对话学
习做准备。
形象教学有助
于学生理解记
evening I’m going to visit my grandparents. Tomorrow I’m going to clean the bedroom. Next week, I’m going to take a trip.
Teach “take a trip”
Ss: ...
T: What about our friends? What are their plans?
1、教师介绍对话背景，听前预测
2、教师播放录音，学生完成选择
3、教师核对答案，到第二题时，可以通过提问学生：What is Mike going to do this afternoon?引出He is going fishing this afternoon. 让学生猜猜其表达的意思。
4、Free talk
T: Today is Saturday. What day is it tomorrow? 日历
Ss: Tomorrow is Sunday.
T: What are Mike and Sarah going to do tomorrow？
先让学生猜，再引导学生根据插图猜猜
Maybe they are going to the supermarket.
Teach “go to the supermarket”
Ss: Mike is going to... Sarah is going to ...
5、Listen and tick.
see a film go
fishing
have an
art lesson
go
swimming
Mike
Sarah
Teach “see a film”
6、Ask and answer.
T: What is he / she going to do ?
Ss: He / She is going to ...
7、Listen, point and imitate “let’s talk”.
8、Listen, point and imitate “let’s learn”.
1、Read and regroup.
He is going to see a film tomorrow.
She is going to the cinema this afternoon.
We are going to take a trip next week.
I’m going to visit my grandparents this evening.
They are going to the supermarket this morning.
John and Robin are going to watch TV tonight.
You are going to have an art lesson.
提炼let’s wrap it up.
2、“一闪而过”游戏，让学生利用以上句型造句。
3、Pair work
4、: Make a plan
5、Group work: Talk about your friends weekend plan.
1.Copy the new words, each one 3 times.
2.Finish the wok on page 30.
3.Read “let’s learn”, “let’s talk”,有条件的要听读。
4.练习册对应的练习。忆。
让学生带着问题阅读文本获取信息，帮助学生理解文本。帮助学生对句型的理解。
听指读培养学生地道的语音语调，加强训练学生的认读能力。
帮助学生理清归纳不同人称和be动词的搭配。
学生结合自己的实际情况，巩固运用所学词句。
教后反思
Topic Unit 3 Part B Let’s learn & Let’s talk Lesson 2
Aims 知识能力目标：
（1）能听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard并
能情景中正确运用；能够在语境中理解生词space travel，half, price的意思，并能正确发音。（2）能听懂、会说、认读，正确抄写句型Where are you going ? I’m going to the cinema. When are going? Next Wednesday.
（3）能在情景中运用句型：Where are / is … going ? We’re / I’m going …, He / She is going …, When are / is … going ? We’re / I’m going …, He / She is going … 谈论活动计划的地点和时间。
（4）能在图片和教师的帮助下理解对话大意，并回答读后问题。
（5）能按正确的语音、语调及意群朗读对话，并能进行角色扮演。
情感态度目标：
能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。
学习策略目标：学会划分音节；小组合作学习
文化意识目标：知道藏头诗的特点
Key Points 听懂、会说、认读并正确抄写单词dictionary, comic book, word book, postcard 句型Where are you going ? I’m going to the cinema. When are going? Next Wednesday. 并能在情景中运用。
Difficult Points 在情景中灵活运用所学新词、新句；
能按正确的语音、语调及意群朗读对话，并能进行角色扮演。
Blackboard Design
Unit 3 My weekend plan
Part B let’s learn & let’s talk
A: Where are you going?
B: We’re going to the cinema.
A: What are you going to do there?
B: We’re going to see a film about space travel.
A: When are you going?
B: Next Wednesday.
Steps Contents Purposes
Ⅰ.Warm-up
II. Presentation and Practice
Ⅲ. Homework Ⅰ．Warm-up
1、Enjoy the song: What are you going to do?
2、快速认读活动
3、组织学生以小组为单位对以上词分成三类，分完后
引导学生找出三类对应的疑问代词what，where，when
4、Sharp eyes: Review words sentences with pictures
Ss: What are you going to do?
T: I’m going to the bookstore.
Ss: What are you going to do there?
T: I’m going to buy somethings there. I’m going t o buy a
postcard. I’m going to buy a word book. I’m going to buy
a dictionary.
Teach “postcard、word book、dictionary”
渗透多音节词，音节划分
post office postcard library card
word book Chinese book English book math book
5、Free talk
T：What about our friends? What are they going to do?
1、教师介绍对话背景，学生读懂题目要求听前预测
歌曲活跃气氛，扩大新语言
输入量
激活学生已经学过的动词、
时间、地点词，并与相应的
疑问代词联系起来。
Sharp eyes复习词汇句型，
激发学生一开始学习的热
情并由旧引新，自然过渡开
展。
让学生通过听力练习获得
talk板块的人物及场景信
息，为进入正式对话学习做
准备。
阅读前让学生预测，能调动
学生思考，培养思维能力。
让学生带着问题阅读，针对
Who is he? Who is she?
What is Amy going to do? What is John going to do? She / He is going to ...
2、教师播放第一遍录音，学生学生回答第一个问题并
追问Is John going to buy some fruit, too?
3、教师播放第二遍录音。
No, he is going to buy some ice cream. Is the ice cream for John? No. It’s for Jack. Who is Jack? Why for Jack? John: My cousin Jack is going to visit me next week.
4、学生对对话内容进行预测。
呈现John, Jack的头像并介绍：They are going to do something interesting. What are they going to do?引导学生用They are going to ...进行猜测
5、学生带着问题阅读文本，请学生回答并订正答案。They are going to see a film. 教师可追问What film are they going to see?
6、再次阅读找出Where are they going? When are they going?学生回答问题后可追问When does Amy suggest they see a film? 渗透周二电影院半价的生活常识。
7、出示下表，让学生填合适的疑问代词。
cinema see a film Tuesday
8、Listen, point and imitate “let’s talk”，角色扮演
9、文本重构：挖空核心词汇、句型
10、Read and find out
T: After the film, where are they going? What are they going to do there?
Teach “comic book”
11、Listen，point and imitate “let’s learn”
12、Role-play P27
13、调查活动P26
1. Copy the new words, each one 3 times.
2. Finish the wok on page 30.
3. Read “let’s learn”, “let’s talk”,有条件的要听读。
4. 练习册对应的练习。性强，训练学生在语篇中寻找信息的能力。
听指读培养学生地道的语音语调，加强训练学生的认读能力。
学生结合自己的实际情况，巩固运用所学词句。
教后反思
Topic Unit 3 Part B Read and write Lesson 3
Aims 知识能力目标：
（1）能通过读前问题的引导，讨论哪些节日会有家庭聚会来回忆相关背景知识及相关话题词汇
（2）能通过阅读问题训练在语篇中捕捉不同类型的信息，并提高思维能力
（3）能从阅读中获取有用的句型，模仿日记口头描述自己家庭成员在中秋节的活动，并能运用核心句型写出自己的计划。
（4）能根据例词提示在日记中找到更多双音节或多音节单词，知道重音位置，并能正确朗读出来。
（5）能在图片和教师的帮助下理解对话大意，并完成读后表格。
（6）能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出自己的元旦的安排。
情感态度目标：
能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”。
学习策略目标：学会划分音节；能够通读文段，获取主旨大意和细节信息文化意识目标：了解中秋节的一些传统习俗；知道藏头诗的特点
Key Points 能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出自己的元旦的安排。
Difficult Points 能按正确的语音、语调及意群朗读吴一凡的日记，并能运用本单元核心句型口头描述并写出自己的元旦的安排。
Blackboard Design
Unit 3 My weekend plan
Part B Read and write
For Mid-Autumn Festival, we’re going to get together.
have a big dinner
make mooncakes
tell stories
read a poem
Steps Contents Purposes
Ⅰ.Pre-reading Ⅱ.While-reading Ⅲ．Post-reading ⅣHomework （1）看一看，说一说
1、教师呈现本部分的三幅插图，简要说明并提问：
Here are some pictures for some holidays. What
holidays are they? Do you know their English names?
2、教师教读National Day, Spring Festival, Christmas
后，组织学生讨论What do we often do on these
holidays?交流在不同的节日不同的计划。
（2）教师引导学生提炼出不同节日的共同点: family
get-together。视学生情况，还可追问：When will your
family get together? 要求学生简要回答。
（1）第一次阅读
教师要求学生快速阅读，用横线画出吴一凡日记中提
到的家庭成员，用波浪线画出他们进行的活动。
（2）第二次阅读
教师要求学生细读课文，完成读后表格，写下吴一凡
家人的活动。
（3）第三次阅读
教师利用课件展示课文，播放录音。学生跟读，模仿
录音中的停顿、语音和语调。
（4）自由讨论
教师提问：What about your Mid-Autumn Festival?
What are you going to do? 要求学生和同桌讨论自己
的中秋节会做什么。
（5）个性化书写
讨论后，学生独立完成教材中的个性化书写活动。
（1）拓展阅读，要求学生写出对应的节日。见教师
用书P52
（2）Tips for pronunciation.
教师利用课件展示课文，播放录音。学生跟读，模仿
录音中的停顿、重音，并在文中找出更多类似的词。
通过讨论哪些节日有家庭聚
会来激活相关背景知识和储
备词汇。
通过阅读问题，各种阅读技巧
训练学生在语篇中捕捉不同
类的信息和思考的能力。
听指读培养学生地道的语音
语调，加强训练学生的认读能
力。
通过阅读获取有用的句型，口
头表述自己家庭成员在中秋
节的活动，最终进行个性化书
写。
让学生感受不同的节日有不
同的庆祝方式。
让学生知道单词可分音节，有
重音现象。
启发学生发现知道藏头诗的
特点
（3）诗朗诵比赛。教师请学生自愿参加诗朗诵比赛，
朗读吴一凡日记中的藏头诗。读完请学生评选出最佳
朗读者，并请学生思考，这首诗的特别之处在哪里。
1. Copy the key sentences, each one 2 times.
2. Read “read and write”,有条件的要听读。
3. 练习册对应的练习。
教后反思
Topic Unit 3 Part B Let’s check 练习册Lesson 4 Procedures Contents
Ⅰ.Let check
Ⅱ.Let’s wrap it up Ⅲ.练习册1、Listen and tick
（1）请学生逐一看图，尝试用自己的话描述图片，然后播放录音，勾出所听到的图片。
（2）核对答案，尽量说出录音内容。
2、Listen again and fill the blanks.
（1）请学生读各个句子，口头回忆并说出这里应该填什么词。
（2）播放录音，听录音写词
（3）核对答案，检查单词拼写是否正确。
1、教师首先板书一个完整的句子：What are you going to do?请学生观察这个句子并将它分为五个部分。
2、将句子分为五个部分后，教师以what为例，请学生思考可以用什么词来代替what，将它们写在what的下面。然后全班分小组讨论，另外的四个部分分别可以用什么来代替。
3、学生说出自己的讨论结果，师生核对答案。
4、教师请学生打开教材，对比与五个套娃上文字的异同。
5、学生小组内根据五个套娃的内容进行造句，造得越多越好。教师抽查造句情况。如果学生造句时还能组合出其他句子，如一般疑问句Are you going ...?等和陈述句He is going...等句子，教师也应及时鼓励和表扬。
教后反思
Unit 4 I have a pen pal
Topic Unit 4 Theme I have a pen pal A 部分Lesson 1
Aims 1.能够听、说、读、写单词和词组：dancing,reading stories,singing,playing football,doing Kung fu
2.能听懂、会说：能听懂会说上述单词和词组，并能结合本部分核心句型谈论兴趣爱好
3.培养通过了解对方的兴趣爱好结交朋友的意识
Key Points 本课时的教学重点是单词V-ing表示爱好
What are your hobbies?
I like….
Difficult Points 在实际情景中正确运用：I lik e….
难点：kung fu 的正确发音以及dancing 和stories 的原形及like 后面跟动词ing
形式
Aids 录音机、卡片、图片等
Task 根据自己的教学设计决定取舍
Blackboard Design
What are your hobbies?
I like….
Dancing singing reading stories
playing football doing Kung fu
Procedures Contents Methods Purposes
Warm-up Presentation Practice
Brief summary Homework 1.Divide the class into 2 teams
2.Chant:watch watching TV play playing
playing football read reading reading books
1.Free talk:
T:You’re so clever.I like you very much.May I be
your friend?
S:Yes.
T:Do you want to tell me what do you like?
S:Watching TV…
2.引出句型I like …带学生认读。
3.老师刚了解这些同学的兴趣，引出hobby单词，
带学生认读，在引出句型What are your hobbies?
让学生通过竞赛形式认读。
4.T:ask S:answer
5.单词学习
（1）学习dancing
出示图片，单词卡片，带读，男女生读：Dancing,dancing,I like dancing.
T:I like dancing.I can dance.(单词卡片dance)
(2)学习singing
出示图片，板书，带读，分小组读：Singing,singing,I like singing.
(3)学习reading stories
出示图片，板书，带读，两个两个读：Reading,reading,reading stories.
(4)学习playing football
出示图片，板书，带读，全班齐读：playing,playing football.I like playing football.
(5)学习doing Kung fu
出示图片，板书，带读，强调Kung fu 的发音，一个一个读：doing,doing Kung fu ,I like doing Kung fu.并板书，引导学生注意Kung fu 的开头K应大写。
3.整体跟读新句型和短语，同时饮用手指游戏盒
“Bingo”游戏学习这些单词和短语。
4.问答操练
1、Chant:(拍手打节拍)
Dancing,dancing,I like dancing.
Singing,singing,I like singing.
Reading,reading stories,I like reading stories.
Playing,playing football,I like playing football.
Doing,doing Kung fu,I like doing Kung fu.
2、Role playing:What are your hobbies?
I like….
复习今天所学的内容，齐读短语和句子。
1、抄写单词
2、听录音
教后反思
Unit 4 I have a pen pal
Topic Unit 4 Theme I have a pen pal A 部分Lesson 2
Aims 1. 能够听、说、读、写句型：What are Peter’s hobbies? He likes reading stories.He likes doing Kung fu and swimming.He also likes singing.
2.能听懂、会说：What are …’s hobbies? He/She likes….
Key Points 本课时的教学重点是句型What are …’s hobbies?
He/She likes….
Difficult Points 在实际情景中正确运用：He/She likes….
难点句子有：I’m going to teach him the Chinese song“Jasmine Flower”
Aids 录音机、磁带、准备Part A Let’s learn部分的单词卡片和五年级下册第四、五、六单元Let’s learn 部分的单词卡片
Task 根据自己的教学设计决定取舍
Blackboard Design
What are Peter’s hobbies?
He likes reading stories.
He likes doing Kung fu and swimming.
He also likes singing.
Procedures Contents Methods Purposes
Warm-up
Presentation Practice Homework 1.课前三分钟
（1）玩“萝卜蹲”的游戏来操练上节课所学的单
词dancing,singing,playing football,reading
stories,doing Kung fu.
（2）“What are your hobbies?”连锁问答操练。教
师对一名学生说：I like…and…What are
your hobbies?学生回答后，向别的学生提问，
活跃课堂气氛
调动学生的
学习积极性