六年级unit3教学反思

2024-05-17

六年级unit3教学反思（精选7篇）

六年级unit3教学反思篇1

PEP小学英语六年级上册Unit3第一课时教学反思

本课是第三单元的第一课，而第三单元的难点和重点就是 be going to do这一将来进行时态，而这一课时重点难点也在于此。因为一些需要书写的词组，比如说 this evening, this afternoon等，学生对于朗读都已经掌握了，不需要过多浪费时间操练，所以针对这一情况，我设计了一些相关的练习，让学生在练习中进行实际操作运用，也设计了一些疑问激发学生的兴趣。另外以前我运用了大小声的操练，学生已经习惯了这个游戏，没有什么兴趣，在今天的课堂上我稍微进行了改变，以小组的形式来进行这一操练，学生表现出了很大的兴趣。由此可以发现虽然六年级的学生对于一些操练已经感到厌倦，但是如果教师稍微进行改变，学生还是比较乐意接受。

另外对于语法是学生比较难以接受的，我在课堂上虽然运用了练习让学生从中掌握规律，但是在总结的时候，可能由于时间过紧，我直接告诉了学生规律，我觉得可以让学生自己从中发现规律，这样也许印象更为深刻。另外这节课的整体结构我觉得安排的不是很好。对于有规律的一些时间比如说 this morning, this afternoon, this evening , 因为单词学生已经掌握了，所以可以一起出现让学生来学习。把更多的时间让在其他词语和语法操练上。

六年级unit3教学反思篇2

这是本学期英语研究课的第一次试讲,我选择了课堂纪律最好的一个班。这个班级不仅纪律不错,积极发言的人也多,虽然有的人回答问题不着调,但是表现出的那股对英语的热情着实让笔者肯定。“在这个比较活跃的班试讲, 效果一定不错”。带着这样的想法,笔者开始了她的第一次试讲。在上课的过程中,学生一直表现得很出色,但是每当以小组合作的形式进行句子操练的时候,总是时不时有学生不能完全按照老师所给的句子模式来进行问答对话,自己添字,漏词,每当这个时候,笔者都不急着给出正确答案,而是耐心的听学生说完。学生在教师的鼓励下,小手越举越高,就连平时不发言的同学也纷纷举起了手……

二、案例描述

T:Good morning,boys and girls,today.We’ll learn “Unit3 What’s your job?”(板书)

T show the word“job”

T : I am a teacher.What ’ s your job?( 指向一生 )

S1 : I am student( 漏了一个“ a ”,语法有错 )

T:Good,you are a “student”(教师不急着纠错,而是在复述生的话时重音强调了“a ”)

T : I am a teacher.I am not a student.What ’ s your job?

S2 : I am a student.

(更多的学生急切地)S345:I am a student.

( 简短的句子,明了的意思,学生很容易就能说出来。笔者没有刻意制止,而是通过自身的示范让学生自己体会。)

T:I am not a teacher.I am a cook(动作)

T:What’s my job?Use sentence“What’s your job?”to ask me,care about me.

S:What’s your job,Miss Zan.

T:I am a cook( 动作)

S跃跃欲试

S1:What’s your job?(job发音不对,只发了半个音。)

T : I am a cook ( 扮演厨师的摸样 ) , pay attention to “job” The pronounciaton is “j---o---b”(示范)

S1 say it again( 学生自主地又说了一次,这遍说对了。 )

T teach the sentence “ How old are you ? ”

Ss repeat

Ss say the sentence one by one提出问题,开展互动。)

( 四五个学生都在“I am 10/11” 年龄的前面加上a造成语法错误,但是学生已经能正确的说出句子结构,笔者注意到在大部分的发音错误后学生都能及时给自己纠错。)

T give the sentence patterns,hope the students to use the sentences to make dialogues

Teacher writes the sentences on the blackboard

“ What ’ s your name?My name is … ?

“ How old are you?I am ……”

“What’s your job?I am a ……”

T:Come on!I’m sure you will make progress.(老师期许的目光无疑为学生增添了动力。)

T:Now time is up.Which group would like to give a report first?

T asks a pair of good students to try( 虽然这两名学生说得不流畅,并出现错误,但是笔者没有急忙纠正,而是耐心得听完后给出肯定,指出改进之处。)

三、案例反思

1.教师转变观念,强化口语训练。《英语课程标准》中关于小学生口语主动发展的要求有:能相互致以简单的问候、交流简单的个人信息、表达简单的情感和感觉、根据图、文说出单词或短句、用英语做游戏并在游戏中用英语进行简单的交际,能在图片、图像、手势的帮助下,听懂简单的话语或录音材料、听懂课堂活动中简单的提问、指令和要求并做出适当反应,能运用一些最常用的日常套语,就所熟悉的情况进行简短对话,借助图片读懂简单的故事或小短文,并养成按意群阅读的习惯,能根据要求为图片、实物等写出简短的标题或描述,能在教师的帮助下表演小故事或童话剧等。

2.善待口语错误,营造宽松氛围。犯错误是语言学习过程中必然的现象,学生进行口头和书面表达时常常会出现语言错误,这是正常的。有的人认为应该有错必纠,否则不正确的语言习惯一旦得到强化,会导致积重难返,甚至会激活更多的差错反应。但是多年的实践证明:有错必纠的做法对小学生乃至中学生在口语水平达到很该程度之前是没有什么帮助的,时时提醒他们在犯错,只会让他们产横畏惧心理, 进而不断地退缩。有些错误是语言学习中的必经阶段,语言教育学家杜雷说过:“不犯错误是学不会语言的”,“没有失误的言语并不等于正常的言语”。

六年级unit3教学反思篇3

一、教师要联系实际生活进行教学，从生活切入，便于学生理解

负数的产生来源于我们的生活，又方便于我们的生活，因此，教师能够认识到负数与我们的生活密切相关。学生虽然年纪小，但是仍然是接触生活的。所以，教师在教学过程中应联系实际生活进行教学，从生活切入课堂教学内容，这样便于学生的理解学习。负数对于正数来说，是以“0”为中点其反向存在的数。教师要能够认识到，要想使学生学习负数、认识负数、掌握负数，首先要先让学生理解反向的意思，这种理解要借助生活中的一些事情帮助学生理解，否则作为一种抽象的概念，教师难以讲述，学生难以理解。教师可以借助电梯升降楼层，让学生理解何为负数。在电梯中，往往会存在地下一层及地下二层，小学生跟家长坐电梯往地面以上楼层走的时候，摁的就是正数楼层，但是往地面以下的时候，摁的就是负数楼层，也就是说，以地面为“0”，上面是正，下面是负。教师这样既能够让学生联系实际生活理解正、反，还能够让学生感受到负数在实际生活中的应用。

二、教师让学生进行讨论交流，明白负数对我们生活的意义

学习一门知识，目的在于掌握知识后能够更好地应用到我们的生活中，造福于我们。因此，在认识负数后，教师可以让学生对生活进行回忆、搜集，交流负数在我们实际生活中的应用。经过讨论交流，学生能够发现负数在实际生活中应用广泛：温度计计量温度用到了负数；爸妈存钱的储蓄卡会有“+”“-”来记录钱的存入取出，还有海波高度计算等。这个时候，教师就可以让学生意识到，负数与我们的生活密切相关，学习到的知识总是会应用到实际生活中，激发学生学好数学的欲望，调动学生学习的积极性。

通过对《认识负数》这一课的教学反思，教师能够总结出自己在课堂上的表现，认识到自己教学中的不足，及时加以改正。对于能够调动起学生学习积极性的教学方法，教师要加以完善，不断提高课堂教学质量。

参考文献：

徐英俊.如何实现数学与生活的对接[J].教育科研论坛，2008（06）.

六年级unit3教学反思篇4

耒阳市第九中学

刘志雄

这堂课我一直用信息技术贯穿全过程，首先PPT的制作，然后到多媒体教室上课，里面运用到了音频、动画视频和图片，收到了很好的效果。

1.在新课程标准和教学设计思想的指导下，我比较成功、顺利地实施了本课的教学。通过本课的学习学生基本掌握感叹句的两种方式，并通过谈论音乐会比较自如运用了be going to 句型来描述将要发生的事情，基本达到了预期目标。

2.备课时，我对教材内容作了适当调整，使教学过程更加流畅，更加贴近学生生活。比如，通过呈现学生喜爱的明星照片导入“同一首歌走进福安”演唱会，极大激发了他们学习英语的兴趣，从而使更多学生积极参与到英语学习中来。

3.通过任务型交际活动培养学生综合运用语言的能力。本课中，我设计了制作海报这一目的明确的教学任务，有助于培养学生的听说读写能力。此外任务教学不能仅限于课堂内，因此我还要求学生在课后继续完成制订海报的任务，将任务教学延伸到课堂以外的学习和生活之中。

4.充分运用和发挥多媒体辅助教学的作用，使本课教学更加直观生动。如对乐器的展现，更加吸引了学生的注意力，也使语言教学变得趣味化。

5.但本节课还存在一些不足之处

首先，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，而另有一些学生却习惯于当听众，被动地接受别人的观点,很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，个别学生合作不主动,而这部分学生主要是学习困难生。因此,在今后的教学设计和教学过程中，既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。

六年级unit3教学反思篇5

教学设计

一、学生分析：

1、小学生随着年级的增长举手回答问题的人越来越少，特别是六年级学生不敢举手或者不愿意举手回答问题。原因是小学生在英语课堂上自信心不足，从而导致不举手回答问题。

2、过三年多的学习已经拥有较强的自学能力，打下了较好的英语语言基础，具备小组合作学习和探究学习的能力。可以开始培养他们的自主学习。

二、内容分析：

本课时内容是将来时态”be going to”重点是询问并回答未来几天或周末的活动安排，主要句型是：”What are you going to do? I’m going to … ” 要求学生能在实际语言环境中熟练运用。

2．重点与难点

听、说、认读 Let’s read 部分的对话。

三、教学目标：

1、能够听、说、认读 Let’s read 部分的对话；

2、能够根据对话内容回答文后的问题；

3、能够就自己后的理想状况进行讨论。

四、教学准备用具

小黑板、录音机、磁带、人物图片、职业卡片

教学实录

Step 1:温故知新，创设愉快学习氛围。，根据教材及小学生的年龄特点，我在进入新课前先让学生唱自编歌谣。如：（Chant）

GS: What are going to do? (twice each time)Play football, Play football

BS: I’m going to ply football.(如此不断替换新词)这样不但可复习大量旧词组：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可较好操练新句型。”What are you going to do? I’m going to…

Step 2:站起来，你说我说大家说，提高自信心自由问答（教师不点名，让学生勇敢站起来one by one 问答）

Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增强学习的趣味性，导入新课。出示人名图片。（在背面写将要干的事情）（John, Amy.WuYifan,Zhang Peng Sarah）

E.g. 一What is Amy going to do this weekend? Guess!

一 She is going to…

T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后没写任何东西)

Oh, There’s nothing. Today Let’s learn.

Unis 3 B Let’s read” and find out.

Step 4:学习新课，讲究方法

1、Read and circle your new words.(学生共同找出新单词，并板书)

NW：need , else , use

plant trees

some plants ----- 对比学习

plant shop /

2、Listen the tape and try to learn by yourself.

a.First time: Just listen.

b.Second time: listen and follow.

c. Third time:listen and follow loudly.

3、Learn the new words and sentences.(ss try .T help and explain)

4、Reading

a. Follow the teacher.

b. Read together

c.Read in group. (Use the way they like)

(小组内可选择自己喜欢的方式读，教师指导阅读方式，强调语音、语调、语速)

d.小组读书比赛，突破“读”

5、Writing

Finish the exercises(课后练习和教师增加的课外题)

More exercises: 5)What are you going to do this weekend?

6)What is your father going to do this afternoon?

7)What are you going to be in the future?

Step 5: 课外拓展，施展才华，真我风彩/你演我演大家乐！（改编或照演Let’s read 的对话）

Eg:(学生编的内容)

A：Hello,Peter,What are you going to do this weekend?

B：I’m going to the bookstore . I want to buy some comic books .What are you?

A：I’m going to the bookstore ,too. I want to buy some post cards.

B：Let’s go together.

A：Great!

B：When are we going?

A：On Saturday morning.

B：OK.

A：See you then.

Step 6 :小结本课内容

教学反思

本节课的内容我选自人教版PEP六年级上册Unit3 What are you going to do?的最后一课时；B Let’s read，在备课的过程中，我对教材进行了一定的加工，根据学生的实际生活，延深、扩展了教材的内容。除了教授课文中的重点句型外，还扩充了句型的多人称变化及特殊疑问句what when where how在一般将来时的运用，同时让学生自主创设情境，操练所学过的语言文化知识。现将我对这节课的整体思路阐述如下：

一、导入、呈现新内容较自然

在本节课中，我从轻松愉快的chant引入通过chant 引出主要句型同时复习大量的动词短语为本课所学的内容及拓展做好准备.让学生站起来，你说我说大家说，提高自信心自由问答，有效激发学生的学习兴趣和信心！通过游戏Guessing增强学习的趣味性，自然导入新课。

二、自主学习，发挥学生的表演才能，在真实的情景中灵活的运用英语。

英语作为一门语言，应体现它的交际功能，我一贯认为学生会应用英语是关键。给学生自由发挥的空间，通过小组合作学习新的语言，互相帮助努力完成共同的任务。通过小组之间的竞争有效激发他们的学习热情。让他们充分的发挥想象，运用所学的内容自编自演谈话场景。这样学生可以活学活用英语，同时也培养了学生的表演才能。有的学生极有想象力和创造力，能够有一些新点子自创情境，而且往往不局限于本节的内容。学生的表演的成功与否是我教学的落实与否的一大衡量标准。

PEP英语五年级――PEP BOOK 5 UNIT 1第五六课时

第五课时:

一、教学目标与要求

1．能听懂、会说：Whos that young lady? Shes our principal．Is she strict? Yes, she is．/ No, she isnt．?等句型并能在情景中熟练运用。

2．能够完成本单元Lets check部分，对一个单元的学习进行阶段性评价。

二、教学重、难点分析

1．本课时需要重点掌握的句型：Whos that young lady? Shes our principal．Is she strict? Yes, she is．Is she active? No, she isnt．Shes quiet．要求学生能在相似的情景中正确替换句中关键词，练习新语言。

2．本课时的难点是一般疑问句“Is he / she ... ?”及其肯定和否定回答。

三、课前准备

1．教师准备一幅本课时的教学挂图。

2．教师准备本课时所需的人物图片，最好是能够直接粘贴在黑板上的人物形象图片。

3．教师和学生共同准备学校里一些教师的照片或图片。

4．教师准备录音机及该课时录音带。

四、教学步骤和建议

1．热身（Warm-up）

（1）新编歌谣大比拼：让学生改编第四课时的歌谣，进行汇报演出，班内评选出最佳创意奖、最幽默奖、最贴切奖等。

（2）日常口语练习。可放本单元第一首歌谣的录音，让学生随节奏吟唱：

A: My math teacher is very smart．

B: My English teacher has a kind heart．

C: My P．E．teacher is very strong．

D: My music teacher sings nice songs．

2．预习（Preview）

利用第四课时中学过的单词和句型：“Whos your principal? Miss Lin．Is she young? No, shes old．Shes very kind．”结合人物照片或图片替换句型中的关键词，复习上一课时所学的四会单词，并为本课时学习句型做好准备。

3．新课呈现（Presentation）

Lets talk

（1）通过观看配套的教学VCD或者挂图，让学生对对话中的年轻校长有一定的感性认识，然后要求学生对该校长进行简单描述，再开始对话学习，重点把握strict, active, quiet这几个单词在句子中的意思。

（2）教师出示Lets talk部分三张替换图，描述其中一张的人物特征，让学生猜测是哪一位教师。三张图片分别表示的个性特征为smart, kind和funny。可让学生参照所给句型替换关键词，操练所学语言。再请几组学生做演示，其他学生做评价。

（3）听录音，跟读对话，指导学生口头操练一般疑问句“Is he / she ... ?”及其肯定和否定回答。可在班内做“我的朋友是谁”的游戏。具体步骤如下：一名学生表述：I have a new friend．教师引导大家用一般疑问句询问相关信息：A boy or girl? Is he / she tall / short / quiet / active ... ? 直到最后猜出：Is he / she××?游戏过程中该生始终回答：Yes, he / she is．或No, he / she isnt．

Group work

教师在学生较为熟练地掌握了新句式后简单描述学生比较熟悉的某位教师，如：Shes our teacher．Shes kind．Whos she? Guess! 请学生用一般疑问句发问，获得有关该教师更为详细的信息，如：Is she young? Is she pretty? 等等，然后作答，看哪位学生能最快猜出这位教师是谁。

Lets try

听录音，完成学生用书Lets try部分的练习。录音内容如下：

Boy: Whos that man?

Girl: Hes our new art teacher．

Boy: Hes so tall．

Girl: Yes．

Boy: Is he strict?

Girl: Yes, but hes very funny．

Whos the man theyre talking about?

Lets check

播放录音，让学生根据录音内容给四张小图排序，进行单元评价。录音内容如下：

①Girl: Whos your Chinese teacher?

Boy: Mr Wu．Hes short and strong．

Girl: Is he strict?

Boy: Yes, but hes very kind．

②Boy: Whos that woman?

Girl: Shes our art teacher．

Boy: Shes very young．

Girl: Yes．Shes a university student．

③Girl: Look at that man! Is he your P．E．teacher?

Boy: No, he isnt．Hes our science teacher．

Girl: Hes tall and strong．

Boy: Yes, he is．

④Boy: We have a new English teacher．

Girl: Whats he like?

Boy: Hes old and funny．We all like him．

4．巩固和延伸（Consolidation and extension）

（1）让学生做B Lets talk部分的活动手册配套练习。

（2）让学生听Lets talk部分的录音，读给朋友或家长听。

（3）让学生描述某位教师的体貌或个性特征，可以是学生所熟悉的教师，也可以是他们心目中的优秀教师形象。可参照语言：I want an English teacher．She is pretty．She speaks English well．Shes tall and thin．Shes very funny．Shes our friend．

第六课时:

一、教学目标与要求

1．能听懂、会说：I have a new math teacher．Her class is so much fun．Really? Whats she like? Shes young and pretty．Shes a university student．等句子并能在情景中正确运用。

2．能够听、说、读、写两组四会掌握句子，并理解篇章意义。

3．能够按照对方描述大体绘出人物形象，完成Talk and draw中的任务。

二、教学重、难点分析

1．本课时需要重点掌握的句型：Is she quiet? No, she isnt．Shes very active．Is she strict? Yes, she is, but shes very kind．要求学生能在相似的情景中替换关键词，正确运用新句式，并重点掌握这两组四会句型的书写。

2．本课时难点Task time是教材的选学部分，教师可根据教学实际安排学生课下以小组为单位制作贺卡，然后在班内展示。注意引导学生在展示时尽量多使用本单元所学新语言。

三、课前准备

1．教师准备一幅本课时的教学挂图。

2．教师准备本课时所需的人物图片，最好是能够直接粘贴在黑板上的人物形象图片。

3．教师和学生共同准备学校里一些教师的照片或图片。

4．教师准备录音机及录音带。

5．学生准备本课时所需的单词卡片和人物卡片。

6．教师和学生共同准备制作教师节贺卡的纸张和工具。

四、教学步骤和建议

1．热身（Warm-up）

（1）故事表演：让学生在课堂上表演自己编排的故事，教师要鼓励学生主动使用所学新语言。

（2）日常口语练习，内容可参考如下：

A: Whos this man?

B: Hes our new math teacher．

C: Is he strict?

A: Yes, he is．

2．预习（Preview）

结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。

3．新课呈现（Presentation）

Read and write

（1）教师先让学生仔细看本部分挂图，请学生描述图中女教师，叙述错误也没关系，鼓励学生尽量多说。

（2）学生阅读对话，提出不理解的单词和句子，教师解答或请其他学生尝试解答。

（3）看挂图、听录音带跟读对话，注意理解和体会，然后完成句子填空。

（4）教师指导书写，让学生在练习本上仿写句子，可进行“看谁写得好”的竞赛活动。

Talk and draw

教师可以先请一名擅长画画的学生到黑板前做示范。请另一名学生口头描述某位教师，由擅长画画的学生根据描述画出这位教师的形象，画好后进行总结描述，并请全体学生进行评价。这项任务可以同桌练习，也可以小组完成。教师需注意不要让学生只着眼于绘画，要注意在画的过程中操练所学的对话。

Task time

这部分是本单元的选学部分，可视教学实际灵活安排。在时间充裕的情况下可以放在课内完成。教师要注意组织并引导学生完成任务，同时鼓励他们多使用所学语言。该项任务可以让学生独立完成，也可以由小组共同设计完成。在制作过程中，要注意培养学生的合作精神，鼓励学生尝试用英语解决问题、交流信息。

4．巩固和延伸（Consolidation and extension）

（1）让学生做B部分Read and write的活动手册配套练习。

（2）让学生听 Read and write部分的录音，读给朋友或家长听，并写一写四会句型。

（3）让学生参照Task time说一说，做一做，设计更多的卡片送给喜欢的教师。

（4）教师将学生设计的教师卡进行展览和评价。

PEP英语五年级――PEP Book5 Unit3 Part B

教学详案

1.教学内容: Unit3 Part B “Let’s Learn” & “Let’s Chant”。

2.教学目标：

知识技能：

a.能够听、说、读、写本课时的四会单词:tasty, salty, sweet, sour, fresh, 并认读单词healthy。

b.能够说唱歌谣，并能理解其含义。

c.了解与本课时有关的，学生想知道的词。

情感态度：感受学习生活中的英语的乐趣，体会英语就在身边感觉，延续孩子们学习英语的兴趣。

3.教学重点：四会tasty, salty, sweet, sour, fresh五个单词。

4.教学难点：healthy的发音。

5.课前准备：

三杯刚用开水调的溶液（一杯里放稍多的盐，一杯里放稍多的糖，最后一杯里倒上一些醋）；一把小汤匙；磁带（Song & learn）；本单元的单词卡片；吸铁石；活动手册及其磁带；纸袋；两束野花（一束新鲜的，一束焉儿了的）。

6.教学步骤及说明：(注：{}内的为说明的内容)

I. Warm-up:

A. Sing the song “What Do You H***e For Lunch?”.

B. Free talk:

Ha! Boys and girls, what day is it today?

What do you h***e on Fridays?

What’s the weather like today?

What do you h***e for lunch today?

What about you?

…

{主要为巩固此单元之前的一些主要句型及单词，将学生带入英语学习的氛围。}

……（Waiting）

PEP英语五年级――pep小学英语第五册教案（Unit3）

教学内容： Let’s start Main scene Let’s chant A. Let’s learn Group work

教学目标：

Be able to listen, say, read and write four-skills words: tomato, tofu, green beans fish, potato, eggplant.

Can recognize the words: cabbage, mutton, pork.

Grasp the drill: What would you like for lunch?

Can listen and chant.

重点难点： Four-skills words and sentences..

教具准备： Recorder, tape, picture, cards, color pens, white papers.。

教学过程

Step I warm up

Sing a song

Review the words

Review the structures: What would you like four lunch/…?

I’d like…

StepⅡ Preview

Listen and chant (Book4 unit6 B. Let’s chant)

Let’s start

T shows the picture then says: I’m yummy to eat. I’m yellow and long. I grow on the tree. My name begins with the letter as “bee”. What am I?

(Let Ss guess: What’s this?)

StepⅢ Presentation

Let’s learn

a. Guess: I’m yummy to eat. I’m red and round. I grow on the ground. My name begins with the letter as “tea”. What am I? C tomato

b. T shows the word card, reads the word“tomato”, Ss read and spell it: t-o-m-a-t-o, tomato.

c. Teach the other words.

Play game: T: eggplant. Ss: purple…

T: red. Ss: tomato…

…

Listen to the tape and read the words: cabbage, tomato, tofu, eggplant, mutton, fish, potato, green beans.

Have a race: Spell the four-skills words quickly.

Let’s chant

Learn to chant: What would you like for lunch?

3. Group work

Step IV Consolidation and extension

Action 1: 编谜语

Action 2: 做调查( What would you like for breakfast/lunch/supper… I’d like…)

Do exercises

Listen and repeat

教学反思

单词和句型在第四册中都以接触过，学生掌握较快；在一些名词的单复数上问题较多，主要表现可数和不可数名词以及词的变化上。

课题： Unit3 What’s your favourite food?

教学内容： A .Let’s try Let’s talk Talk and match C. Let’s sing

教学目标： Understand and be able to use: What do you have for lunch today? I have eggplant…

Understand the command and do.

能够了解中国一些传统食物所蕴含的文化。

重点难点： Important point: What do you have for lunch today?

Difficult point: the difference between “What would you like for lunch?” with “What do you have for lunch today?”

教具准备： Recorder, tape, picture, word cards.

教学过程

Step I warm up

Sing a song: “What Do You Have for Lunch?”

Dialogue practice (S1-S2):

S1: What would you like for lunch/…?

S2: I’d like…

StepⅡ Preview

检查调查情况“What do you have for lunch/breakfast/dinner?”

Let’s try

Listen and tick or cross: ① Amy: I’m hungry.

Chen Jie: What do you have for lunch today?

Amy: I have green beans and tofu.

② Zhang Peng: Hi, John. What do you have for lunch today?

John: I have cabbage and beef.

StepⅢ Presentation

Let’s talk

T: What would you like for lunch? Ss:…

T: What do you have for lunch today? T: I have…

T-S practise

(2 )S-S practise.

(3)Listen and read after the tape.

Talk and match

Good to know

Step IV Consolidation and extension

找朋友: communicate each other with :“I have fish for lunch today. Do you have fish/pork…? What do you have for lunch today?”

学生收集外国具有代表性的节日食物的信息。

Do exercise(Activity-book5)

Listen to the tape and repeat.

教学反思

句型较容易，学生容易掌握，但在区分I‘d like 和 I like时要多加练习。

课题： Unit3 What’s your favourite food ?

教学内容： A. Read and write Group work C. Let’s sing

教学目标： Grasp the four-skills sentences: What do you have for lunch on Mondays? We have tomatoes, tofu and fish.

Understand the dialogues of “Read and write”.

understand and sing the song “What Do You Have for Lunch?”

重点难点： Four-skills sentences: What do you have for lunch on Mondays? We have…

教具准备： Recorder, tape, picture, School Menu.

教学过程

Step I warm up

Sing a song

Daily dialogue:

A: What day is it today?

B: It’s Monday.

A: What do you have for lunch?

B: I have…What about you?

B: I have…

StepⅡ Preview

Listen and chant(Book4 Recycle1)

StepⅢ Presentation

Read and write

T asks: What day is it today? What do we have on Monday? What do you have on Mondays?

Ss:…

T shows a School Menu: Let’s see together.

Ss communicate in groups, then make a School Menu.

(T praises the best: That sounds good.)

Listen and read after the tape, finish the sentences.

Practise the new structures: What do you have for lunch on Mondays? We have…

2. Group work

Step IV Consolidation and extension

1.Action:幸运“52”

Make a dialogue and play.

Do exercise.

Listen to the tape and repeat.

教学反思

本课要注意在实际情境中的实际运用，通过练习帮助学生掌握四会句子。

课题： Unit3 What’s your favorite food?

教学内容： B. Let’s learn Let’s chant C. Story time

教学目标： Be able to listen, say, read and write four-skills words: tasty, salty, sweet, sour, fresh.

Be able to recognize “healthy”.

Understand and can listen and chant.

Good to know the story.

重点难点： Important point: four-skills words.

Difficult point: the pronunciation of“healthy”.

教具准备： Recorder, tape, picture, word cards.

教学过程

Step I warm up

Sing a song

Daily dialogue: What do you have for lunch on Mondays…?

I/We have…

StepⅡ Preview

Sing and do“An Apple a Day”.

StepⅢ Presentation

Let’s learn

(1)T shows some fruits, let Ss say out. T: Yes, they are very fresh.

Read the word“fresh”.

(2)Sing a song“An apple a day keeps doctors away”.

T: Yes, we must eat some fresh fruits to keep healthy.

Ss read the word: healthy.

(3)T shows some salty, sweet, sour, let Ss taste, then read the words.

(4)T tastes the sweet and says:“ Mm, it’s tasty. It’s my favorite.” Then let Ss taste and say“It’s tasty. It’s my favorite. ”

(5)用不同的水果来操练句型“It’s tasty.It’s my favourite.”

(6)教师出示三杯溶液,让一学生尝并做出面部表情，然后让其他学生猜单词。

(7)Listen to the tape and read the words.

(8)T shows the word card quickly, Ss spell the words quickly.

2. Let’s chant

Step IV Consolidation and extension

Action1:猜味道.

Story time

Do exercise.

Listen to the tape and repeat.

让学生搜集有关食品的广告信

教学反思

应该让学生从实际的体验中来领会英语单词的含义，即使不能完全符合语法要求也让学生自己去体会。

课题： Unit3 What’s your favourite food?

教学内容： B. Let’s learn Let’s chant C. Story time

教学目标：

Understand and be able to say and use: What’s your favourite food? I/We like…

Understand the content of “Let’s try”, finish the exercise alone.

Make a advertisement.

重点难点： Important point: What’s your favourite food? I like…

Difficult point: the pronunciation of “favourite”.

教具准备： Recorder, tape, word cards, color pens.

教学过程

Step I warm up

Sing a song“What Would You Like?”

Daily dialogue:

A: Do you like…?

B: Yes, they’re sweet…/ No, they’re sour…

StepⅡ Preview

Let’s chant ?(Part B Let’s chant)

Let’s try:

Girl: Do you like bananas?

Boy: Yes, they’re sweet.

Boy: Do you like tomatoes?

Girl: Yes, they’re fresh.

Girl: What’s your favourite food?

Boy: Beef, it’s healthy.

Boy: Do you like ice-cream?

Girl: Yes, it’s tasty.

StepⅢ Presentation

Let’s talk

T shows some food and says: I like chicken, beef and fish.

T points the beef and says: I like beef. (Draw a smile face)

T points the chicken and says: I like chicken better. (Draw two smile faces)

T points the fish and says: I like fish best. (Draw three smile faces) So, my favourite food is fish.

T shows the card and read: favourite, What’s your favourite food?

T-S practise: What’s your favourite food?/I like…

S-s practice: What’s your favourite food/fruit/drink?

I like …

Listen to the tape and read.

Pair work

Task time

Step IV Consolidation and extension

Action1: To be a advertiser

Action2: Let’s chant: What’s your favourite fruit? Lemons are my favourite fruit…

Do exercise.

Listen to the tape and read

教学反思

多联系实际是最主要的教学方法，让学生从实际的生活中去体会英语学习的乐趣。

课题： Unit3 What’s your favourite food?

教学内容： B.Read and write Group work C. Pronunciation Let’s check

教学目标： Grasp the four-skills sentences: What’s your favourite fruit? I like apples. They’re sweet. I don’t like grapes. They’re sour.

Understand the dialogue in “Read and write”, then fill in the blanks.

理解字母组合的发音规则，读出相关的单词。

Finish “Let’s check”.

重点难点： Important point: four-skills sentences.

Difficult point: How to spell and write the word“favourite”.

教具准备： Recorder, tape, pictures.

教学过程 Step I warm up

Let’s sing“My New Teacher”.

Daily dialogue:

A: What’s your favourite food?

B: I like…They’re…What about you?

StepⅡ Preview

Advertisement show

S-s practices: What’s your favourite food/fruit? I like…

StepⅢ Presentation

Read and write

>T shows an advertising picture, let Ss ask: What’s your favourite fruit?

T: I like apples. They are sweet. (T takes out an apple and tastes.)

T: I don’t like grapes. They are sour. (T takes out grape and tastes.)

Ss taste and practise the structures.

T shows the picture and says: Look! What’s Zoom’s favourite food? Can he have it? Why? Let’s listen to the tape. Ss read the dialogue by themselves.

Finish the sentences.

Copy the four-skills sentences.

Group work

Pronunciation

Ow crow flow show window snow yellow grow slow willow

Oa coat float boat goat road coach

Fl flag flat flower floor fly flow flame flesh

Fr free from front fruit fresh frog frost fry

4. Let’s check

Step IV Consolidation and extension

让学生认读主页上的语言，并将其中内容串起来表演成小短剧。

Write the four-skills sentences and words.

Read the words include“ow, fl, oa, fr”.

Do exercise in Activity Book.

教学反思

该部分内容中语音部分还是最重要，学的时候学生比较容易接受，但在记忆单词时却作用不大，应加强这方面的训练。

PEP英语四年级――PEP BOOK3 Unit 1 My Classroom（六）

1.Teaching aids

A tape-recorder

2.Teaching aims

Review the last unit.

Check the knowledge they have learned in this unit.

3.Teaching steps

(1)Greet to each other. And talk about the date and the weather.

(2)Review

A: The teacher let some ones to write the letters on the board and check their homework.

B: Divide the students in to several groups. Talk about the pictures they’ve painted. Then choose 2 or 3 groups to describe their ideal classroom.

C: Each of the groups can make up a dialogue by using the pictures on the textbook and the bag and the ball that the teacher gives them. Then choose 4 groups to act. Listen to the tape and practice it in groups.

Ask some one what is the main idea of the story and let him show the main idea to the students in Chinese. Then read the story together. Let the students know what is a bee. At last, point out the important points and let them remember them.

Greeting sentences

“Thank you. Excuse me. After you.” Tell the importance of these sentences to the whole class. Then ask them to make up a dialogue with these sentences. Let some groups to act out their plays.

Next, listen to the story.

4.Homework 作业

Let the students remember all the word and expressions that appeared in the text. Memorize every text in this unit.

课后反思：礼貌用语的学习在于实际生活中的应用。鼓励学生在生活中尝试用礼貌英语交流。

PEP英语四年级――PEP Book 3 Unit3 B Let’s talk

一、教学目标

1 、知识目标

(1)、能听懂,会说:What’s her name? Her name is… He/ She likes…

(2)、能听懂,会说:Boy or girl ?以及其它带有or的句子。

(3)、学说Let’s chant的歌谣。

2、能力目标

能综合运用 He/She has… He/She is… He/She likes…等句型对人物外貌性格特征和爱好进行描述。

3、情感、文化、策略等有关目标

使学生懂得

二、教学重、难点

1、重点：学会句型“What’s her name? Her name is…”在情景中进行问答。

2、难点：（1）学说Let’s chant的歌谣。

（2）He ，she，his，her的区别与运用。

教学过程

Step 1 Warm-up

1 、Let’s do: Listen to music. Do sport. Paint. Make friends. Play computer games.

2、 Free talk

T: I’m happy today.Because so many teachers and your dad or mom are here.Are you happy?

Ss: Yes.

T and Ss: Clap hands and say“welcome”.

3 T:First,let’s sing English songs for your dad or mom,ok?

Ss:Sing the songs“Books and Pencils” and “ Friends”

Step2 Presentation

1、Game：Ask and answer：How many friends do you have？ I have…

2、T: I have many friends. Do you want to make friends with them? Now,they are coming.

3、CAI:Guess,short or tall? Thin or strong? Boy or girl?

Boy or girl? A boy. Who’s he? He’s John/Zhang Peng. What’s his name?His name is John/Zhang Peng.

Girl or boy? A girl. Who’s she? She’s Chen Jie/Amy. What’s her name?Her name is Chen Jie/Amy.

4 Let’s chant

His,his,his name is John. His,his,his name is Zhang Peng.

Her,her,her name is Amy. Her,her,her name is Chen Jie.

5 Make up a new chant.

6 T:John and Chen Jie are classmates. They have friends.Who’s Chen Jie’s friend?Who’s John’s friend? Let’s listen and look.

(1)Flash

(2)Ask and answer the questions:

Who’s Chen Jie’s friend? Who’s John’s friend?

7 Ss:Listen and read after the tape two times,then answer the questions:

What’s Amy like? What does Amy like?

What’s Zhang Peng like? What does Zhang Peng like?

8 Role play:男女同学练,同桌练,然后请三对同学反馈

Step 3 Extension

CAI:永远的朋友

Step 4 Let’s chant

Step 5 Do the workbook.

板书设计

Who’s he? He’s _____. Who’s she? She’s________.

What’s his name? His name is____. What’s her name? Her name is_____.

He’s______________. She’s ___________________.

He likes___________. She likes_________________.

Boy or Girl ?

1.六年级上册Lesson6教案设计

2.教案设计格式

3.白杨教案设计

4.音乐教案设计

5.人教版六年级上册只有一个地球教案设计（附课文原文）

6.小学音乐教案设计

7.交通安全教案设计

8.校园安全教案设计

9.开学安全教育教案设计

Unit3教学反思篇6

Story time板块Mike为叙述者，先介绍了自己的兴趣爱好，然后再介绍朋友们的兴趣爱好，呈现了like doing…这一结构与第一人称和第三人称代词连用时的不同形式。在三四年级的学习中，学生已经学习了一些动词词汇，如play football, play basketball, skate, swim, jump…为本单元的学习做了铺垫。由此我设计了以歌曲《I can skate and I can jump》导入本课的教学，让学生通过歌唱复习已经学过的实意动词。根据歌曲内容展开跟学生的对话，提出hobbies这一话题。

在课文学习环节，先从整体入手，找出文章讲的是迈克和他朋友们的爱好;再快速浏览课文，找出文中提到了哪些爱好;接着细读课文，把人物和爱好连线;最后写出爱好。从听说写循序渐进，不断提高要求，帮助学生学习课文，理解课文。之后是读的环节，先是跟读，模仿语音语调，注重原汁原味的英语输入，然后让学生以小组为单位，选择自己喜欢的方式读课文。

在巩固环节，我让学生根据迈克的名片制作了自己的名片，并在自我介绍的过程中练习了like doing结构。交换名片相互介绍的环节，让学生有意识地练习了主语是第三人称单数时，like doing的用法。这一环节是对学生综合运用语言能力的考察。

纵观整节课，主题明确，主线清晰，重难点突出。每个环节步骤明确，要求清晰，让学生便于理解和学习。但是不足之处在于整节课，我的课堂用语较多，过渡语可以稍简略，通过自己的表情和肢体语言让学生明白自己要传达的意思。另外在揭示主题后，我教学句型What do you like doing? I like doing…的这个环节显得多余。故事版块不需要过多的强调语法知识，只需让学生感知句型，会初步运用即可。

六年级unit3教学反思篇7

1. Oh, you’re going camping. That sounds ____.

A. niceB. nicelyC. nicerD. greatly

2. ____ you, Mary? What are you doing for vacation?

A. WhatB. HowC. How aboutD. How long

3. Mike is going to the ____ camp from the 11th to the 22nd.

A. sportB. sportsC. sport’sD. sports’

4. Write down your answer ____ a piece of paper.

A. inB. atC. withD. on

5. Can I ask you some questions ____ your school?

A. aboutB. atC. withD. for

6. Last summer they had a very ____ vacation.

A. relaxB. relaxingC. relaxedD. relaxation

7. We’re leaving ____ Hong Kong on Saturday.

A. toB. inC. forD. at

8. They are going to ____ Great Wall this Tuesday.

A. aB. anC. theD. /

9. Sometimes he works late at night, ____ two am.

A. atB. inC. fromD. until

10. I’m sorry ____ that you’re ill.

A. hearB. to hearC. hearingD. heard

11. Look!The boy students are ____ football while the girls are ____.

A. playing, danceB. playing, dancing

C. play, dancingD. play, dance

12. ——Will you be back ___ five in the afternoon?

——I’m not sure, maybe later than that.

A. inB. beforeC. forD. until

13. ——What day ____ it ____ tomorrow?

——Wednesday.

A. is, going to beB. will, be

C. shall, beD. does, be

14. We usually start our lunch ____ a song in the past.

A. forB. inC. atD. with

15. Listen!You can hear the children ____ downstairs.

A. to singB. are singingC. singingD. sing

16. Please tell them ____ cats.

A. not to playB. not to play with

C. don’t play withD. to not play with

17. He ____ there is no air or water on the moon.

A. heardB. hearingC. hearD. is hearing

18. Eat them all! Don’t have anything ____.

A. leaveB. leftC. to leaveD. leaves

19. ——____?

——I think he is very busy.

A. Why not help you

B. Why don’t you ask him a favor

C. What can I do for you

D. Do you want help

20. ——May I borrow some books?

——Sure. But you must ____ soon.

A. give they backB. return it

C. return fromD. give them back

Ⅱ.用所给词的适当形式填空

1. Why is the girl ____(stand) at the door? ____(ask) her to come in.

2. He ____(be) a new man when he comes out of the jail.

3. Tom can’t walk fast because he ____(carry) a heavy box.

4. He ____(rent videos) every Friday.

5. Do you think the teachers ____(have) a meeting now?

6. The sky turns black. I think it ____(rain) soon.

7. Now he ____(not work); he ____(stay) at home.

8. The train ____(be) about to leave. ____ he ____(get) to the station in time?

9. Knowledge ____(come) only from practise.

10. What ____ you ____(do) on the island?

Ⅲ.用所给单词填空

plans, have, return, famous, said, babysitting, rent, heard, asked, fly, problem, finished, knows, Paris, show

1. There is going to ____ a meeting this weekend.

2. The teacher ____ the earth goes round the sun.

3. You’ll forget your mental pain when you ____ from your vacation.

4. Nobody ____ who took your pen.

5. He ____ which picture was Joan’s.

6. I ____ a house when I am preparing for TOEFL(托福考试）.

7. It’s a big ____ that her pen is gone.

8. He told me that ____ is the capital(首都） of France.

9. The East Lake is very ____ in Wuhan.

10. He ____ to watch that movie again.

11. ____ me your paintings when you get back from France.

12. Most men dislike ____ because they think it’s troublesome(有麻烦的）.13. I ____ that old people like fishing very much.

14. We’ll ____ to Hainan for a holiday.

15. She just ____ reading Guo Jingming’s novel.

Ⅳ.完形填空

（A）

根据短文内容填空，每空填一词（首字母已给出）。

When you are i__1__ England, you must be very careful in the streets because the traffic(车辆） drives on the l__2__.

Before you c__3__ a street, you must look to the right first and then the left.

If the traffic lights are r__4__, the traffic must stop. Then the people on foot can cross the road.

If the traffic lights are green, the traffic can g__5__. People on foot mustn’t cross.

In the morning and in the evening when people go to or come from work, the streets are very b__6__. Traffic is most dangerous then.

When you go by b__7__ in England, you have to be careful, too. Always remember the traffic moves on the left. S__8__ you must be careful. Have a look first or you will go the w__9__ way.

In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can s__10__ the city very well. It’s very interesting!

（B）

“All work and no play makes Jack a dull boy” is a popular saying in the United States. It is true that all of us need recreation(娱乐). We cannot work all the time if we are going to keep good health and enjoy life.

Everyone has his own way of relaxing. Perhaps the most popular(流行的) way is to take part in sports. There are team(队) sports such as basketball and football. There are also individual(个人的) sports, such as swimming and running. Skating and mountain climbing are the most popular recreation for people who like to be outdoors.

Not everyone who enjoys sporting events likes to take part in them. Many people like watching TV or listening to them on the radio. So many people like some forms of indoor recreation, such as watching TV, singing and dancing.

It doesn’t matter whether we like indoor recreation or take part in outdoor sports. It is important for everyone to relax from time to time, and enjoy some forms of recreation.

根据短文内容填空，每空限填一词。

If we work __1__ the time and don’t play, we are not going to keep good health and can’t enjoy __2__ life, so __3__ is needed. Everybody has his __4__ way of relaxing. Perhaps some of us like __5__ part __6__ sports, such as basketball, football, swimming and running. Some of us like watching TV, listening __7__ the radio, singing and dancing.

No matter(无论) __8__ kinds of sports we take part in and what kinds of activities we __9__, the __10__ important for everyone is to relax from time to time.

Ⅴ.阅读理解

（A）

We sometimes think it would be very nice to have no work to do. If only(如果……该多好) we didn’t have to go to school and do our lessons, but could have vacation from January to December!If only we didn’t haveto work in the fields（田野)， or go to the office every morning, how jolly(愉快) it would be! And we envy(羡慕) the people who have not to work for living(谋生), but can do just what they like all the year.

Yet, when we feel like this, I think we make a mistake. I do not know whether the rich(富人) are as happy as we think they are. Very likely(可能的) they are often very tired of having nothing to do. But most of us are really happier if we have regular(固定的) work to do for our living, especially if the work is the work we like.

根据短文内容，判断正（T）误（F）。

（）1. At times we think it would be very nice to have work to do.

（）2. Some people don’t have to work for living.

（）3. I know that the rich are as happy as we think they are.

（）4. Very likely the rich are often very tired of having something to do.

（）5. Most people are really happier if they have regular work to do

for their living.

（B）

到了一个陌生的地方，免不了找不到要去的地方，这时你该怎么办呢？还不动动脑筋，祝你安全、及时地到达目的地。

Yang Jun is a student in Melbourne. He studies computer science in a college. He is new there, so he finds it hard to travel in the city. He often travels with his friends to some big places like the Opera House(歌剧院) and the Blue Mountains. Now he is not feeling well; he needs to find a hospital. He does not know the way. Look!He is asking a woman for help.

MR YANG: Excuse me.

WOMAN: Yes?

MR YANG: Is there a hospital near here?

WOMAN: There’s one near Louis Super-market.

MR YANG: Where is Louis Supermarket?

WOMAN: Go down this street, and take the first turning on the right, then the second turning on the left, and then the third turning on the left again, then...

MR YANG: I’m sorry I can’t follow you, Madam.

WOMAN: Well, come on! I’ll take you there.

MR YANG: That’s very kind of you, Madam.

根据短文内容，回答下列问题：

1. In which country is Mr Yang staying now?

____________________________________

2. What is he doing there?

____________________________________

3. Why does he find it hard to travel in the city?

____________________________________

4. What places does he often go to with his friends?

____________________________________