六年级下册英语教案Unit 1 Visiting Canada Lesson 1∣人教.docx

1、Unit 1 Visiting CanadaLesson1 教材分析This is the first lesson in this Unit.来源: 教学目标【知识目标】1. Be able to listen and read the words and dialogues: snowy, rainy, clear, live, quite; whats the weather like there? Where is .going?2. Be able to ask and answer questions.来源:ZXXK【能力目标】来源:学*科*网Z*X*X*K1. Be able t

2、o talk.2. Enhance students ability of practical applications.【情感目标】Learn to respect others when we talk with others.Learn to introduce your dream homes to your friends in the right way. 教学重难点【教学重点】1. The relevant words and dialogues:Whats the weather like there? Where is .going?2. Be able to talk.【教

3、学难点】The relevant words 、the simple past tense and dialogues. 课前准备 Tape recorder, Multimedia. PPT 教学过程1 Greeting to students.2 Divide the Ss into four groups to present the dialogue.Step 1. Greeting and IntroductionBegin by greeting the class with a smile and good morning!T: Good afternoon, students.

4、S: Good afternoon, teacher. Step 2. Listening text and choosing right. T: Lets act.A组：Where is Bill going?B组：When is he going there?来源:ZXXKC组：Whats the weather like there?D组：What should Bill take with him? T: Lets listen and repeat.Step 3.Read text and tell the main idea of the text in the students

5、own words.Let the students speak in front of the class. Encourage them not to be shy when they stand there. Give the students chances to speak loudly in front of the class.Step 4. Work in pairs.A: Where is Bill going?B：He is going to Canada.C：When is he going there?D：He is going there on Friday.Step

6、 5. Encourage the students to ask more questions about this part.Ask all of the students to take part in the discussion. 来源:学+科+网Z+X+X+KStep 6. Summary1. Let the students close their books. Ask the to say what they learned in this lesson.Ask some volunteers to write on the blackboard.2. Do some exer

7、cises.Step 7. Homework1. Finish off the exercises in the textbook.2. Go on the next reading in the student book. 一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象

8、和本身明确的职责。 教学反思一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。我国古代的读书人,从上学之日起,就日诵不辍,一般在几年内就能识记几千个汉字,熟记几百篇文章,写出的诗文也是字斟句酌,琅琅上口,成为满腹经纶的文人。为什么在现代化教学的今天,我们念了

9、十几年书的高中毕业生甚至大学生,竟提起作文就头疼,写不出像样的文章呢?吕叔湘先生早在1978年就尖锐地提出:“中小学语文教学效果差,中学语文毕业生语文水平低,十几年上课总时数是9160课时,语文是2749课时,恰好是30%,十年的时间,二千七百多课时,用来学本国语文,却是大多数不过关,岂非咄咄怪事!”寻根究底,其主要原因就是腹中无物。特别是写议论文,初中水平以上的学生都知道议论文的“三要素”是论点、论据、论证,也通晓议论文的基本结构:提出问题分析问题解决问题,但真正动起笔来就犯难了。知道“是这样”,就是讲不出“为什么”。根本原因还是无“米”下“锅”。于是便翻开作文集锦之类的书大段抄起来,抄人家的名言警句,抄人家的事例,不参考作文书就很难写出像样的文章。所以,词汇贫乏、内容空洞、千篇一律便成了中学生作文的通病。要解决这个问题,不能单在布局谋篇等写作技方面下功夫,必须认识到“死记硬背”的重要性,让学生积累足够的“米”。略。