1、Unit 6 Work quietly! 第一课时Part A Lets try Lets talk 教学目标：1.熟读对话部分。2.掌握和灵活运用句型：What are they doing? What is he/ she doing?教学重点：1.能熟读对话部分。2.能用英语表达和提问某人正在做什么。教学过程：Step1: Warm-up1. T: Is Chen Jie doing morning exercises? S: Yes ,she is.T: Are the students having English class? S: No, they arent.T: What i
2、s Yi fan doing? S: He is walking.T: What is Mike doing? S: He is listening to music.T: What are they doing? S: They are doing morning exercises.（板书问句，并强调划线的地方）2. Read last lessons words.Step 2: Presentation1. Listen to the tape of Lets try part and finish exercise.(老师讲解录音中的重点句子)2. Teach words and ph
3、rases : cute , They like bamboo. Do you see any elephants? Look there! （板书这些重点句子，单词）3. T: Whats this? S: Its a monkey.T: Teach words: bamboo, cuteT: Whose like to eat bamboo? S: Pandas.4. T: Look at the picture. What are the monkey doing?S: They are playing .T: What are the pandas doing? S: They are
4、 eating lunchT: What is the elephant doing ? S: Its drinking water.5. Listen to tape and read it .6. Students read understand this part. Step 3: teacher-student interaction1. I point, you say.(老师指一个句子，学生就读那个句子，看谁最快)2.分组和分角色朗读课文。.3. Drill.（灵活运用本节课的句型）S1: What is he doing?S2: He is eating dinner.S1: W
5、hat are you doing?S2: I am reading a book.S1: What are they doing?S2: They are watching TV.Step 4: Classroom tests一、根据课文内容判断，正确的用T错误的用F。( ) 1. Pandas are eating lunch.( ) 2. The elephant is playing with its mother. ( ) 3. The little monkey is drinking water.二、看图片，选句子。根据图片内容在方框中选出正确的句子标号，并将代表答案的字母A、B
6、、C、D、填在横线上。A. Talk quietly.B. Keep to the right.C. What is Zhang Peng doing?D. Keep your desk clean.E. They are eating lunch.1._ 2._ 3._ 4._ 5._三、搭配，将句子对号入座。( ) 1.What is the elephant doing? ( ) 2. Its jumping. ( ) 3. Is the panda climbing ? ( ) 4. its running. ( ) 5. What is the bird doing? A. No,
7、it isnt.B. Whats the tiger doing?C. Whats the kangaroo doing?D. Its flying.E. Its walking.四、单项选择。( ) 1. The lion is _.A. run B. running C. running( ) 2. Do you see _ bears? Yes ,I do.A. any B. some C. one( ) 3. What _ the boy doing? -He s jumping.A. are B. do C. is ( ) 4. _ the pigs.A. Look B. Look
8、to C. Look at学生小结：这节课我学到了_Step 5.布置当堂作业1. 抄写对话，并写出汉语意思。2. 熟读对话。板书设计：Unit 6 Work quietly? Part A Lets try & Lets talk What are they doing? They are eating lunch.Theyre so cute.Whats the little monkey doing?Do you see any elephants?第二课时 Part A Lets learn 教学目标：1.掌握新单词和短语: doing morning exercises, havin
9、gclass, eating lunch, reading a book, listening to music.2.掌握句型：What is Chenjie /she /he doing?What are the students /they /you doing?教学重点：1.能掌握新的单词和短语。2.能理解并运用新的句型。教学过程：Step1: Warm-up1. T: When is your birthday? S: My birthday is on April 8th.T: Whose storybook is that ? S: Its yours. T: Whose pen
10、is that ? S: Its Sarahs . /Its hers.T: Is he drinking water ? S: Yes, he is .T: Are these rabbits eating?S: No, they arent.(板书这些句子，也可留空让学生填)2. Review unit5s content. Step 2: Presentation1. T: Look at the picture .Whats Chen Jie doing?S: (做早操) doing morning exercises.T: Follow me doing morning exerci
11、ses.Use the same way to learn other words: havingclass, eating lunch, reading a book, listening to music.(老师要板书单词的原形)2. Sentences: T: What is Chen Jie / he /she doing? S: He / She is eating lunchT: What are the students / they/you doing? S: They /We are listening to music. Step 3: teacher-student in
12、teraction1. Teacher say English, students say Chinese, And then exchange.2. Teacher show word card, student say words.3.灵活运用本节课句型: S1: What is Zhang Peng doing? S2: He is reading a book.S1:What are Sarah and Chen Jie doing? S2: They are eating lunch.Step 4: Classroom tests一、根据图片提示，填入适当的短语。 1. She is
13、 _ _ _. 2. We are _ _ _. 3. Sarah is _ _. 4. I am _ _ _. 5. Look! Who is _ _ _.二、对号入座。( ) 1. eating lunchA. 它的( ) 2. drinking waterB. (正在)上英语课( ) 3. itsC. 小的( ) 4. having an English classD. (正在) 吃午饭( ) 5. BambooE. 竹子三、用单词is ,am ,are 填空。1. What _ Chen Jie doing?2. What _ the students doing ?3. Whose
14、storybooks _that ?4. I _ reading a book now.5. _ she eating lunch ? Yes, she is. 学生小结：这节课我学到了_Step 5.布置当堂作业1.抄写单词：havingclass, eating lunch, reading a book, listening to music2.熟读单词和短语。板书设计：Unit 6 Work quietly? Lets learn What is he /she doing ? What are they/you doing ? doing morning exercisesHe/ S
15、he is havingclass eating lunchThey / We are reading a book listening to music第三课时Part B Lets learn教学目标：1.掌握新单词和句子：Keep to the right. Keep your desk clean. Talk quietly. Take turns.2.能使用新的句子。教学重点：1.能熟读和理解新的短语。2.能指导在一些公共场所应注意的什么规则。教学过程：Step1: Warm-up1. T: What is Sarah doing?S: She is eating lunch . T
16、: Whose book is that ?S: Its mine. T: What are they doing?S: They are jumping. T: What are you doing?S: I am reading a book.2. Read Part As words and sentences.Step 2: Presentation1. T: Look at the picture. What is he doing? S: He is walking. T: We are walking on a way, What must we do? S: 靠右行（Keep
17、to the right） T: Follow me read it : Keep to the rightUse the same way to learn other phrase and sentences: Keep your desk clean. Talk quietly. Take turns.2. Learn sentences: Can we use your crayons?Ok. Take turns.Talk quietly, please. Step 3: teacher-student interaction1. Guess. (Students according
18、 to picture say sentence.学生根据图片猜句子)2. Finish exercises of page “Look, match and say”3. Teacher do action, Students say sentences.Step 4: Classroom tests一、给下列汉语选择正确的英语。( ) 1.按顺序来A. talk quietlyB. take turnsC. turn( ) 2.小声讲话A. quietlyB. talk quietlyC. exercises( ) 3.吃晚饭A. eat dinnerB. eat lunchC. eat
19、breakfast( ) 4.靠右 A. Keep to the right. B. Keep to the left.C. on the right( ) 5.去野餐A. go swimming B. pick applesC. go on a picnic二、连线。（将图片和对应的句子连起来）1.No smoking 2.Dont turn left. 3.No eating! 4. Be quiet! 5.No parking! 三、连词成句。1. the / monkey / doing / Whats / little (?)2. drinking / is / water / Th
20、e / elephant (.)3. they / are / doing / What (?)学生小结：这节课我学到了_Step 5.布置当堂作业1.熟读并抄写本节课的句子和短语。2.完成相应的练习题。板书设计：Unit 6 Work quietly? Part B Lets learnKeep to the right. Keep your desk clean.Talk quietly.Take turns.第四课时Part B Lets try & Lets talk 教学目标：1.能熟读对话部分，并掌握重点句型:Whats your name? I can show you the
21、English books . Here they are . Anything else?2.能听录音完成Lets try部分。教学重点：1.掌握对话部分并理解难点句子。2.能进行简单的英语的交流。教学过程：Step1: Warm-up1. T: When is Mothers Day ? S: Its on the second Sunday in May.T: Which season do you like best? S: Summer.T: Why do you like summer? S: Because I can swim.T: What is John doing? S:
22、 He is talking.(老师可将这些问句板书在黑板上，或空出句子某一部分让学生填)2. Review last lesson words and sentences.Step 2: Presentation1. Listen to the tape and finish exercise of Lets try part. (老师讲解录音中的重点句子)2. Teach Keys sentence: Whats your name? I can show you the English books. Here they are. Can I read the books here? An
23、ything else?3. T: Look at the picture. Where is John? S: He is in the library. T: What is he doing? S: He is talking. T: What are they talking about? S: I dont know.T: Ok. Listen to tape and answer the question.4. Students listen to tape again.Step 3: teacher-student interaction1. Read this part tog
24、ether.2. Role play.Step 4: Classroom tests一、根据课文内容判断，正确的用T错误的用F.( ) 1. Tom is in the kitchen.( ) 2. John show Tom The English book.二、根据首字母提示补全单词。1. My father is w_ TV.2. W_ storybook is this ?3. No, they arent .They are l_ to music.4. K_ to the right.5. We are h_ Chinese class now.三、给下列句子选择正确的翻译。( )
25、1.What are they doing? ( )2.Theyre eating lunch! ( )3.Whats the little monkey doing? ( )4.Its playing with its mother. ( )5.Shhh. Talk quietly. A. 它在和妈妈玩耍。B. 它们在干什么？C. 那只小猴子在干什么？D. 它们在吃午饭！E. 嘘，小声讲话。四、单项选择。( )1. I can _ you the English books.A. look B. show C. see( )2. Can I _ the books here ?A. read
26、 B. see C. look( )3. _ your desk clean.A. Put B. Do C. Keep( )4. Can I have some juice, please ?_.A. Of course. B. Thanks. C. Yes, I am.( )5. The cats are playing _ the boy.A. with B. in C. and学生小结：这节课我学到了_Step 5.布置当堂作业1.抄写对话部分，并写出汉语意思。2.熟读对话部分。板书设计：Unit 6 Work quietly?第四课时Part B Lets try & Lets tal
27、k Whats your name?I can show you the English books?Can I read the books here?Anything else?第五课时Part A lets spell & Part B Read and write教学目标：1.能拼读含有字母组合wh的单词。2.能理解Read and write 部分并完成相关的练习题。教学重点：1.掌握字母组合wh的发音。2.理解和读Read and write 部分。教学过程：Step1: Warm-up1. T: Whose ruler is this?S: Its mine. T: Whose
28、schoolbag is that?S: Its hers. T: What is she doing?S: She is reading a book. T: What are they doing?S: They are having English class.2. Spell these words: chicken, shirt, shorts, sing, pink, library, grapes.Step 2: Presentation1. Teach letters wh pronunciation /w/ /h/2. Spell some words : what, whe
29、n, where, whose, who 3. Listen to the tape and follow read it.4. Teach these sentences: What are you saying ? What are you doing? Are you cooking? (理解这些句子，并知道如何回答)Step 3: teacher-student interaction1. Spell words: what / white wait / when weather / whose who / wall2. Read “read and write” and finish
30、 exercises.3. Read this part together.Step 4: Classroom tests一、听音辩词。(老师念)( ) 1. A. waitB. whenC. where ( ) 2. A. Work quietly.B. Take turns.C. Talk quietly.( ) 3. A. wallB. wellC. white( ) 4. A. reading a bookB. eating lunchC. eating dinner( ) 5. A. go shoppingB. go for a walkC. go on a picnic 二、给下列
31、句子排序，用数字1、2、3、4、5代替。( ) A. My name is Ben. Whats your name ?( ) B. Keep your chair clean.( ) C. Shh. Talk quietly .Im John. You can sit here .( ) D. Ok, I will.( ) E. Thank you.三、给下列句子选择正确的图片。( ) 1. The birds are flying.A. B. ( ) 2. He is listening to music.A. B. ( ) 3. Keep to the right.A. B. ( ) 4
32、. The is in bedroom.A. B. ( ) 5. Whose English book is that ?A. B. 学生小结：这节课我学到了_板书设计：Unit 6 Work quietly? Part A lets spell & Part B Read and writeWhat are you saying?What are you doing?Are you cooking?Can we play music with you?Are you doing kung fu?第六课时Main scene & Lets checkLets wrap it up & Stor
33、y time教学目标：1.复习本单元的重点单词和句子。2.完成练习题和读懂故事部分。教学重点：1.灵活运用本单元的重点单词和句型。2.理解故事部分所讲的内容是什么。教学过程：Step1: Warm-up听磁带跟读第六单元的单词（单词表）Main scene1. Turn to page56 and page57. Try to read and translate these sentences.2. Guess the meaning of the story.3. T show the meaning of these sentences. 4. Read after the tape t
34、wice.Step 2: Presentation1. Listen to tape and finish exercise of page 64 Lets check.2. Finish exercise of Lets wrap it up. 3. Learn story time.1) Draw out keys sentences and words: gorilla, Its so big and strong. Whats that noise? Im eating popcorn. Look at the sign.2) Students read this part.Step
35、3: teacher-student interaction1. Repeat the story.2. Game. (Teacher ask a question, students answer it. Who is first, who can win one point.) For example: What is Sarah doing?What are they doing?What are you doing ?What is he doing?Step 4: Classroom tests一、单项选择。( ) 1. Are you cleaning the room, chil
36、dren?_A. Yes, I am. B. Yes, they are. C. Yes, we are.( ) 2. _ is Xiaoling?She is over there.A. Where B. When C. What ( ) 3. Look! Amy is _ to us .A. runs B. to run C. running( ) 4. We are reading books. _A. Talk quiet! B. Talk loudly! C. Talk quietly!( ) 5. Is it _ May?A. in B. on C. at 二、连词成句。1. sh
37、ow / the / English / I / books / can (.) 2. your / Keep / desk / clean (.)3. read / Can / the / here / I / books (?)三、阅读理解。完成练习正确的用A错误的用B。Amy : Mum, look at the monkeys. They are eating bananas.Mum : Yes. Theyre hungry. Look at the bears. Amy : Are they sleeping?Mum : No, they are fighting. Do you s
38、ee the baby elephant?Amy : No. What is it doing?Mum : Its drinking water with its trunk (象鼻)Amy : How cute it is!( ) 1. The monkeys are eating apples.( ) 2. The bears are fighting .( ) 3. Amy sees the baby elephant.( ) 4. The baby elephant is drinking water.( ) 5. The elephant drink water with its t
39、runk.学生小结：这节课我学到了_Step 5.布置当堂作业1.复习Unit 6的单词和句子。2.完成相应的练习题。板书设计：“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生
40、”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。Unit 6 Work quietly?Main scene & Lets check & Lets wrap it up & Story timeWhat is he /she doing?要练说，得练看。看与说是统一的，看不准就难以说得好。练看，就是训练幼儿的观察能力，扩大幼儿的认知范围，让幼儿在观察事物、观察生活、观察自然的活动中，积累词汇、理解词义、发展语言。在运
41、用观察法组织活动时，我着眼观察于观察对象的选择，着力于观察过程的指导，着重于幼儿观察能力和语言表达能力的提高。What are you / they doing?语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。Its so big and strong.Whats that noise?
