小学六年级英语教案【优选4篇】

小学六年级英语教案 篇一

教案标题：My Daily Routine

教学目标：

1. 学习日常生活中的一些常用动词和短语，如：wake up, brush teeth, have breakfast等。

2. 通过描述自己的日常活动，提高学生的口语表达能力。

教学内容：

1. 通过图片和实物，引导学生学习日常活动的动词和短语。

2. 学习用一般现在时描述日常活动。

3. 进行角色扮演，让学生运用所学内容进行对话练习。

教学步骤：

Step 1: Warm-up

1. Greet the students and review the previous lesson.

2. Show the students some pictures of daily activities, such as waking up, brushing teeth, and having breakfast. Ask the students to name these activities in English.

Step 2: Presentation

1. Introduce new vocabulary: wake up, brush teeth, have breakfast, etc. Write the words on the board and read them aloud. Ask the students to repeat after you.

2. Use gestures and real objects to help the students understand the meaning of the new words.

3. Model sentences using the new vocabulary, e.g., "I wake up at 7 o'clock in the morning."

Step 3: Practice

1. Divide the class into pairs. Have the students take turns asking and answering questions about their daily routines using the new vocabulary.

2. Circulate around the classroom and provide assistance when needed.

Step 4: Role-play

1. Divide the class into groups of three. Assign each student a role: A, B, or C.

2. Student A starts the role-play by asking Student B about their daily routine. Student B answers the questions and then asks Student C. Student C answers and asks Student A. Rotate roles after each round.

3. Encourage the students to use the new vocabulary and ask follow-up questions to make the conversation more natural.

Step 5: Wrap-up

1. Review the new vocabulary and ask the students to summarize what they have learned.

2. Assign homework: Write a short paragraph about your daily routine using the new vocabulary.

小学六年级英语教案 篇二

教案标题：My Favorite Animal

教学目标：

1. 学习描述动物的外貌特征和性格特点的形容词，如：cute, friendly, smart等。

2. 提高学生的口语表达能力，培养学生的观察能力和创造力。

教学内容：

1. 通过图片和实物，引导学生学习描述动物的形容词。

2. 学习用简单的句子描述自己最喜欢的动物。

3. 进行小组活动，让学生用所学内容进行口头和书面表达。

教学步骤：

Step 1: Warm-up

1. Greet the students and review the previous lesson.

2. Show the students some pictures of different animals. Ask the students to describe the animals using adjectives.

Step 2: Presentation

1. Introduce new vocabulary: cute, friendly, smart, etc. Write the words on the board and read them aloud. Ask the students to repeat after you.

2. Use pictures of animals to help the students understand the meaning of the new words.

3. Model sentences using the new vocabulary, e.g., "I think pandas are cute and friendly."

Step 3: Practice

1. Divide the class into pairs. Have the students take turns describing their favorite animals using the new vocabulary.

2. Circulate around the classroom and provide assistance when needed.

Step 4: Group Activity

1. Divide the class into small groups. Give each group a set of animal cards.

2. In each group, one student picks a card and describes the animal using the new vocabulary. The other students have to guess which animal it is.

3. Rotate the roles within the group so that each student has a chance to describe an animal.

Step 5: Wrap-up

1. Review the new vocabulary and ask the students to summarize what they have learned.

2. Assign homework: Write a short paragraph about your favorite animal using the new vocabulary.

小学六年级英语教案 篇三

　　一、教学内容

　　《PEP小学英语》六年级下册 Unit 1 Part A. Let’s try / Let’s talk / Group work

　　二、教学目标

　　1.能听、说、读、写四会句型How tall are you? I'm 164 cm tall. You're

　　shorter than me. You're 4 cm taller than me.并能在真实的情景中进行交流。

　　2.能描述自己的年龄，体重，身高，并能用比较级与别人进行比较。

　　3.能听懂会说Let's chant。

　　4.能听懂并完成Let’s try 部分的练习。

　　5. 能完成Group work中的调查表。

　　三、教学重、难点

　　1.掌握句型：How tall are you? I'm 164 cm tall. You're shorter than me. You're 4 cm taller than me.

　　2.难点：能描述自己的年龄、体重、身高，并能与别人进行比较。

　　四、教具准备

　　1.录音机和磁带 2.多媒体课件 3.体检称 4.作业卷

　　五、教学过程

　　一、热身与复习(Warming-up and revision )

　　1.播放Let's sing(P12)的录音，让学生听一听，营造英语课堂的氛围。

　　2.播放Let's chant(P2)的录音，先让学生感受歌谣的韵律，然后再学唱歌谣。

　　Mike is taller than Lee. Lee is taller than Sue.

　　Sue is taller than Amy. How tall are you?

　　Amy is smaller than Sue. Sue is smaller rhan Lee.

　　Lee is smaller than Mike. Are you smaller tnan me ?

　　(设计目的： 本部分主要是让学生听、唱英语歌曲、说唱chant等方式进行复习和热身。热身活动的目的是营造英语学习氛围，激发学生学习英语的兴趣，以旧带新，为新课学习做铺垫。因此选用的歌曲、chant等内容最好与新授内容有关。)

　　二、导入新课(Lead-in)

　　1.创设情景，学习新语言点

　　1)新年新气象。

　　T: Hello. Boys and girls .I' m happy to see you again. By the way, how old are you now?

　　T: Yes .We are one year older than before. How old are you?

　　Sl: I' m 12 years old.

　　T: What about you ?

　　S2: 1'm 12, too.

　　T: Oh, I' m 32. 1' m twenty years older than you.

　　2)多媒体出示姚明、刘翔、潘长江、小沈阳、李宇春等明星及他们的明星档案，教师请几名学生模仿明星，其他学生采访明星。

　　出示交际句型：

　　Hello, Liu Xiang. How old are you? How tall are you?

　　How heavy are you? What's your hobby?

　　3)比高矮

　　(1)图片出示潘长江和刘翔的画面，问：Who is taller?再点一下鼠标边说边出示句子：Liu Xiang is 50 cm taller than Pan Changjiang.教师示范说。

　　(2)教师与一学生对话：

　　T：I’m 164 cm tall . How tall are you ?

　　S1：I’m 160 cm tall .

　　T：Mmm…I’m 4 cm taller than you . You’re shoter than me.

　　板书：How tall are you?

　　I'm 164 cm tall.

　　You're shorter than me.

　　You're 4 cm taller than me.

　　(3) Pair work. 同桌学生运用以上句型练说。

　　4 ) 称一称，说一说。

　　老师站在称上称一称说：I'm 50 kg.

　　然后要求学生也站在称上称一称，并回答老师的提问：How heavy are you?要求学生用I'm…kg.来回答，接着由这位学生问下一位比自己小的同学，以此类推。

　　最后老师说：I'm bigger and stronger than you. 跟读并操练该句型。

　　(设计目的：我教学对话采用的是先教句型的方法，即针对对话中出现的新语言点，通过创设情境，先让学生理解新语言点的含义,然后学生模仿说重点句型。)

　　2. Let’s try 放Let’s try部分的录音，学生听录音，圈出录音材料中所描述的大象。

　　(设计目的：检测学生听力理解和对形容词比较级的掌握情况。)

　　三、对话的呈现与操练(Presentation and practice )

　　教学Let's talk

　　1. 听课本对话录音，回答老师提出的问题。

　　T: I'm 160 cm tall. How about Wu Yifan? How tall is John? Now listen to a talk and try to find out the answers to these two questions.

　　(课件上出现下面两个问题)

　　Ql: How tall is Wu Yifan? Q2：How tall is John?

　　Q3：Who is taller ?

　　听完录音由学生回答：

　　Sl: Wu Yifan is 164 cm tall.

　　S2: John is 160 cm tall.

　　S3: Wu Yifan is taller.

　　引导学生看课件164cm - 160cm= 4cm，然后说出Wu Yifan is 4 cm taller than John.

　　2. 学生打开书本跟录音和教师读对话。

　　Now read the dialogue after the tape.…Now read after me, please.

　　3. Pair work.学生两人一组朗读对话。(教师巡视辅导)

　　4. Acting out. 请若干组学生上台表演对话，鼓励学生表演时不要看课本或“Look and say”。

　　5. Pair work. 学生利用两组替换图所提供的信息替换句型中的关键词练习、自编对话，鼓励学生尽量联系旧知识表达自己的思想。3～5分钟后请几组学生上台表演自编对话。

　　(设计目的：学生理解、熟悉了Let’s talk 中的重点句型后，学生学习了Let’s talk的内容难度就小得多。同时，充分利用课本中替换图让学生运用所学语言练说，并结合实际自由表达，给学生提供灵活运用语言的机会。)

　　6. Group work

　　l)小组指派一名学生对组上的同学进行调查“What's your name? How old are you? How tall are you?”并将结果记录下来，然后对他们的年龄与身高做比较，最后完成表格。

小学六年级英语教案 篇四

　　教材依据:

　　义务教育课程标准实验教科书《牛津小学英语》6B Unit 5 The seasons

　　(B、Look, read and learn; C、Ask and answer)

　　设计思路:

　　新课程倡导“任务型”的教学途径,我以此为准则,结合学生的年龄、生理特点与现有的知识水平精心的设计了本堂课。首先,由欢快的英语歌曲愉快的导入课堂,再通过安排小组竞赛来激发学生的竞争意识和集体荣誉感,调动学生的学习积极性。在教学时,注重学生的学习主动性的培养,有意识的先利用多媒体安排一幅精彩的画面吸引学生的注意力。因为本课主要学的是季节,图片五彩缤纷,我让学生结合新旧知识,针对图片中提出问题,并自己解决问题,达到知识的自我构建。以此为契机引导学生初步掌握本课的重点句型。然后通过小组合作、全班竞赛及独立完成等方式反复操练,突破重难点。最后再回到课本上的C部分,学生做起来就得心应手了。在巩固环节中我设计了任务型作业Do a survy, 这对学生很有挑战性,让学生更有兴趣完成。

　　教学目标:

　　1、认知目标:通过学习,使学生掌握四会单词:spring, summer, autumn, winter.掌握日常交际用语:Which season do you like best? I like… Why? Because it’s … I can…及句型What’s the weather like …?

　　2、能力目标:通过“互动型”的教学途径,培养学生的创新精神和将所学的英语运用于日常交际的能力,提高学生的语言能力和学习能力,让学生得到自我发展和个性发展。

　　3、情意目标:通过创新教学方法,提高学生学习英语的兴趣;结合学习内容,培养学生的表现力,养成学生爱思考的良好习惯。

　　教学重点:

　　1、能听懂、会说、会读和会拼写单词和短语weather, spring, summer, autumn, winter, hot, cold。

　　2、能听懂、会说、会读日常交际用语:Which season do you like best? I like … best. Why? Because it’s … I can …

　　教学难点:

　　1、能掌握四个表示季节的单词,能正确表达季节。

　　2、能听懂、会说、会读句子:Which season do you like best? I like… Why? Because it’s… I can….并能正确、熟练地运用。

　　教学准备:

　　1、一些季节和天气的CAI课件及相关图片;

　　2、学生准备照片或图片;

　　3、Part C 部分的挂图。

　　教学过程:

　　Step1 Warming up and revision

　　1、Greetings.

　　2、Sing a song 《How is the weather》.

　　(设计意图:热身活动,活跃课堂气氛,促进师生间情感的交流,以情激趣,营造一个宽松和谐的环境,让学生热情主动地参与到新的教学活动中来。)

　　3、Free talk:Review the days of the week and the months of the year.

　　1)Ask: How many days are there in a week? What are they?

　　How many months are there in a year? What are they?

　　2) But how many seasons are there in a year? Do you know?

　　4、呈现课题:T:Today we’ll learn Unit 5 The seasons

　　Read the title:The seasons↑↓ The seasons↑

　　Step2、Presentation and practice

　　1、Teach“season”

　　2、T: We all know there are twelve months in a year. But how many seasons are there in a year?

　　Ss:There are four.

　　T::Good. There are four seasons in a year.What are they? I’ll say and you guess: Which season is it? (In this season, the trees turn green and the flowers start to grow. The birds sing happily. Which season is it? spring )

　　出示放风筝图片,教授单词spring (开小火车朗读单词,用手笔画单词。)

　　3、多媒体展示有关季节的画面,引出新单词:

　　Which season comes after spring? (summer)

　　Which is the harvest season? (autumn)

　　Which is the last season of the year? (winter)

　　(设计意图:单词的教学是最枯燥的,采用歌谣、对话的形式及学生日常生活中所熟悉的事物来调动学生的积极性,让学生喜欢学、想学。)

　　4、巩固过度:

　　A、猜季节: Which season? 在课件上播放各个季节有代表性的声音,(如:夏天—知了的叫声)让学生猜一猜是什么季节。

　　T:Which season is it ?

　　S:It’s spring\summer\autumn\winter.

　　B、课件出示下雪、游泳、竹笋、收割麦子等图片请学生说出喜欢的季节。

　　师生问答 Which season do you like best? I like…best.

　　C、学生看课件录象: 《weather report》

　　D、根据观看的录象,回答问题:

　　How many seasons are there in a year? There are four.

　　What are they? They are spring\summer\autumn\winter.

　　What’s the weather like in Hainan? It’s hot.

　　E、过度:What is the girl’s job? She is a weather reporter.

　　Would you like to be a weather reporter? Yes.

　　Before you become a weather reporter, you should know these words about the

　　weather.

　　5、出示天气图片,并教授单词

　　A、T:Which season is it now?

　　Ss:It’s summer.

　　T:Yes, it is summer now. What’s the weather like in summer?

　　S1:It’s very hot.

　　T:Yes, it’s hot,because it’s usually sunny.If you want to know the weather in

　　autumn, you can ask me.

　　引导学生问:What’s the weather like in autumn?

　　呈现句型 What’s the weather like …?

　　指导朗读。

　　(设计意图:单词教学要做到词不离句,通过师生、生生之间的互动来巩固句型,为学生营造一个真实的语言环境,让学生在玩中更快更好地理解并运用句型。)

　　B、Teach the words about the weather in winter and spring in the same way.

　　Step3、Have a chant

　　Spring, spring, spring, it's warm and rainy,

　　Summer, summer, summer, it's hot and sunny,

　　Autumn,autumn,autumn, it's cool and cloudy,

　　Winter,winter,winter, it's cold and windy.

　　1、Play a game: Act a weather reporter.

　　T示范: I will be the first reporter. You may ask me: What’s the weather like in __(city)___?

　　(Ask S1、2、3、4 to be the reporter. Give the best one some rewards.)

　　(设计意图:通过游戏竞赛的方式,充分集中学生的注意力,训练学生用英语思维的能力及反应的灵敏性,并在游戏的竞赛与挑战中进一步巩固所学的单词和句型,而且又复习了数字的教学,一举三得,何乐而不为。)

　　2、Do a survey:

　　Now we know the different seasons have different weather,and different places also have different weather.

　　City/Town__________

　　Season

　　Weather

　　Activity

　　spring

　　warm

　　rainy

　　go rowing

　　and fishing

　　(设计意图:给学生提供一张信息表,让学生在真实的情景中使用自己已经学到的知识,学生在活动过程中不断的问或被问,不断的运用所学的句型,学以致用。学生的交流欲望很高,利用填表格的形式进行交流,不仅练习了句型和词汇,而且了解了学生的`兴趣爱好,发展了学生的口语表达能力。)

　　3、拓展:Say a rhyme边说边做动作

　　Spring, spring, spring, it's warm,warm,warm,

　　Summer, summer, summer, it's hot, hot, hot,

　　Autumn, autumn, autumn, it's cool,cool,cool,

　　Winter,winter,winter, it's snowy,snowy,snowy,

　　Windy, windy, windy, it's Beijing,windy city,

　　Foggy, foggy, foggy, it's London,foggy city,

　　Sunny, sunny, sunny, it's Lasha,sunny city.

　　Step5、Homework

　　1、 用自己的话描述一下自己最喜欢的季节的情况。

　　2、Talk about the weather in our hometown and make dialogues.

　　板书设计:

　　Unit 5 The seasons

　　A:Which season do you like best? A:Why ?

　　B:I like... best. spring autumn B:Because it...I can....

　　summer winter

　　教学反思:

　　新课程标准强调:英语学习从学生的学习兴趣、生活经验和认识水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径,达到发展学生对语言的综合运用能力。小学生好奇心强,形象思维占优势。为了到达教学目标,落实教学重点、化解教学难点,借助日常生活用品,采用活动的教学方式。在整个教学中,教师是引导者、协调者;学生是活动的主体,学生的学习任务是开放的。

　　1、从谈话入手,引出新知

　　学习语言的目的是会用语言,我用Free talk 的形式给学生使用语言的机会,温故而知新What date is it today? What’s the weather like today?自然将学生的思路引入到本课“season”的学习中,导入新课。

　　2、联系生活,学习新知

　　由画有天气特征的图片引出新词语的学习,在趣味性的学习活动中,掌握新内容,并进行有效巩固。自然而且生动,使教学内容更贴近学生的生活。有效吸引学生的注意力,引起他们的学习兴趣。

　　3、营造氛围,掌握新知

　　我努力营造和谐的对话式的课堂氛围,将新内容的出现由谈话的形式引出。

　　充分满足学生自我表现的欲望。收到良好的学习效果。“兴趣是最好的老师”.让孩子学习,首先要让他想学、爱学,在学会的过程中体验到乐趣和成就感。在巩固知识的环节我设计了一个模仿中央电视台《天气预报》的节目,让学生做预报员,有效巩固了所学内容。将课堂气氛推向高潮。句型的操练,我都将它放到实际的情景中,利用调查表,让学生在更为开放的思维空间中操练,使语言更具生活性。学生不会觉得它枯燥,而乐于学习。