1、译林小学英语 六上Project 1 一、教学目标1、能听得懂、会说、会读和会拼写词汇 holiday，weather，was,did,didnt,Great Wall,went,for the holiday,how was the weather,National Day,go to。 2、能听得懂、会说、会读和会写句型Where did you go for tthe holiday? What did you do there? How was your holiday? WWhy did you call me?Did you .?Yes,I did./No, I didnt.How
2、 was the wweather? It was.3、能听得懂、会说、会读日常交际用语Find photos or draw pictures. Ask and answer the questions about the photos or pictures.Make a holiday album and give a report.4、能够制作一个假日相册并能作一个报告。5、能对已学的知识进行综合性的运用。 二、单元教学重点： 1.复习1-4单元所学的单词句型。2.学生能够在原有基础上更熟练的使用所学句型，并能运用于交流。三、单元教学难点：通过本单元的复习，要求学生能熟练地听、说、读、
3、写已学过的词汇和句型。来源:四、活动任务：1、利用照片或图片制作一本假日出游相册。2、根据照片或图片上的信息，运用第一单元至第四单元所学的语言知识与同伴进行问答，分享假期乐趣。Project1 A holiday album（period 1）一、教学目标1、能听得懂、会说、会读和会拼写词汇 holiday，weather，was,did,didnt,Great Wall,went,for the holiday,how was the weather,National Day,go to。 2、能听得懂、会说、会读和会写句型Where did you go for tthe holiday?
4、 What did you do there? How was your holiday? WWhy did you call me?Did you .?Yes,I did./No, I didnt.How was the wweather? It was.3、能听得懂、会说、会读日常交际用语Find photos or draw pictures. Ask and answer the questions about the photos or pictures.Make a holiday album and give a report.二、教学重点1复习1-4单元所学的单词句型2.学生能
5、够在原有基础上更熟练的使用所学句型，并能运用于交流三、教学难点能对已学的知识进行综合性的运用。四、教具学具准备光盘单词卡片，课文图片，PPT来源:学|科|网五、教学过程Step1.Warm up1. Greetings.2. Free talkWhat day is it today?What day was it yesterday?How is the weather today?How was the weather yesterday?Where did you go this summer holiday?What did you do last weekends?Step2.Pre
6、sentaiton1. Review the words:Bund/Great Wall/Palace Museum/Shanghai Museum/Summer Palace/Tiananmen Square(出示单词卡片，帮助学生回忆所学单词)2. Show my holiday album(教师先出示自己的假期相册，先向同学们说明自己所去的地方，并且对自己所去的地点进行简单地介绍，为后面学生介绍做好铺垫，让学生能够模仿着去说。)3. draw and say(part A)Everyone should draw a place you have gone in your life. A
7、nd try to introduce the place to your classmate.(每个同学都要简单地画出自己曾经去过的一个地方，并且用简单的语句向你的同学们介绍这个地方。)Tips: I went to.there was/were.The weather there was.4. ask and answer(Part B)Four students in a group and talk about the places you visited.(四人一小组讨论你所游玩过的地方)来源:学.科.网Z.X.X.KUse the sentences below:Where did
8、 you go for your holiday?What did you do there?How was the weather?Did you.?Step3.Consolidation用单词适当形式填空1. Last National Day Holiday, Mike_ (go) to the Star Lake with his family.2. He_ (fish) now. But he_ (not catch) any fish.3. The boy pointed at the king and_ (laugh).4. She was ill. So she_ (take)
9、some medicine and_ (stay) in bed.5. It was_. So there was a lot of_ (rain).6. It was _. There were black _ (cloud) in the sky.7. We _ (see) some bees flying in the flowers just now.8. He _ (look) sad, because he _ (lose) a new pen.Step4.Homework 1.复习1-4单元。 2.预习CD部分。板书设计：教学反思：Project 1 A holiday albu
10、m（period 2）一、教学目标1.复习第一单元至第四单元已学的词汇、句型等语言知识。2.对一般过去时态加深理解，对规则动词过去式的读音进行归纳总结；对不规则动词过去式加强记忆和拓展。二、教学重点1.复习第一单元至第四单元已学的词汇、句型等语言知识。2.对一般过去时态加深理解，对规则动词过去式的读音进行归纳总结；对不规则动词过去式加强记忆和拓展。三、教学难点前4个单元知识的整合运用和拓展。四、教具学具准备来源:ZXXK1、单词卡片，PPT2、课件、学生自己以前和现在的照片五、教学过程Step 1 预习反馈1.唱诵歌曲Rain, rain, go away2.复习天气类单词及句型 教师利用课件
11、呈现国庆节七天的天气情况，与学生进行问答。T: How was the weather on National Day/1st October/Monday?Ss: It was.Step 2 新知呈现1. 要求学生拿出课前准备好的旅游景点的照片或图片，交流分享。2. 指导学生将准备好的照片或图片贴在学生用书P99，并仿照例子给每幅图片写上标注，标明时间、城市和风景地名称。3. 组织学生互相展示自己制作的相册，并根据其内容，运用所学的语言知识，互相介绍出游经历。学生先根据自己的照片或图片进行介绍，再离开座位，与自己的好朋友进行交流提问。Step 3 自主学习1.正确朗读下列单词。watered
12、 pulled played cleanedcooked milked picked likedwatched helped washed lookedcollected visited tasted 2.归纳总结：1) 规则动词的过去式词尾变化:a. 一般情况下加ed,如played、milked.b. 以不发音字母e结尾的加d,如liked.c. 以辅音字母+y结尾的变y为i,再加ed,如studystudied2) 规则动词加ed后的词尾读音:a. 在浊辅音和元音后读/ d /,如lived.b. 在清辅音后读/t /, 如liked, helped.c. 在/ t/,/ d /音后读/
13、 Id /,如tasted3) 不规则动词过去式积累 ：am/is-was are-werego-went do, does-did have, has-hade make-made read-read eat-ate drink-drank get-got come-came take-tooksee-saw buy-bought sing-sang Step4拓展延伸朗读下列单词，你发现了什么，你还能举出类似的单词吗？work-worker teach-teacher farm-farmer 教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一
14、句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。cook-cooker 教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。visit-visitor与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。来源:学*科*网
