英语（六年级下册）
Project 1 Being a good student
第1课时
苏州工业园区娄葑实验小学 潘红梅
Teaching contents 教学内容
Project 1 Part A.
Revise Units 1-4.
Teaching aims and learning objectives 教学目标
1. Students can tell which habits are good and which are bad.
2. Students can use “a few”, “a little”, “some”, “a lot of”, “many” and “much” very well.
3. Students can talk about “My habits” or “My friends’ habits” and give suggestions.
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：Students can tell which habits are good and which are bad.
教学难点：Students can talk about “My habits” or “My friends’ habits” and give suggestions.
Teaching procedures 教学过程
Step 1 Revision
T: Good morning, children. Do you remember what we learnt in the last four units.
S1: In Unit 1, we learned a story “A lion and the mouse”. In Unit 2, we learnt about “Good habits”. Unit 3, A healthy diet. And Unit 4 Road safety.
T: What did you learn from Unit 1?
S1: We should never laugh at others. Sometimes the weak can help the strong.
T: Great. And I think the story also told us we should help each other.
T: What good habits do you have?
S2: I get up early, …
S3: I …
S4: I …
S5: I have some good habits, but I have some bad habits too. I …
T: I’m glad you have many good habits. You know what bad habits you have, and you can try your best to change them.
T: What do you have for breakfast/lunch/dinner?
S6: I have … for …
T: Do you think it’s good for your health?
S6: …
T: Do you know how we can cross the road safely?
S7: …
T: Do you have any questions to ask me?
S8: …
【设计意图：让学生自主回顾1至4单元所学主题，选取要点进行问答，重点关注与习惯相关的问题，为下面的交流做好预热。除了教师问学生，也鼓励学生向老师提问，营造和谐融洽的氛围。】
Step 2 Brainstorming
T: I’m very glad you remember so much. You study hard. Most of you are good students. When we talk about good students, what will you think of? You can discuss with your partners first. (教师在黑板上画一个气泡，中间写Good students)
S9: Good students have many good habits. (板书have many good habits)
S10: Good students usually listen to the teacher carefully, do their homework before dinner, … (把学生说到有关学习上的好习惯总结为do well at school并板书)
S11: Good students have a healthy diet. (板书have a healthy diet)
S12: Good students always follow rules, traffic rules, library rules, … (板书follow rules)
S13: Good students help their parents do housework, help classmates with their homework, help the elder … (总结为helpful并板书be helpful)
S14: Good students say “good morning”, “goodbye” to teachers, parents and friends. (总结为polite并板书be polite)
S15: Good students never tell lies. (总结为honest并板书be honest)
(学生可能还会用中文说一些好学生的品质，如勇于尝试，关注环保等，教师可以用英语说一下，简单的可以让学生重复一下)
T: Good job. You can tell a lot.
【设计意图：头脑风暴有利于激发学生思维。学生想说但不会用英语表达的内容允许他们适当使用中文，教师再呈现英文，持之以恒能有效扩大学生的词汇量。】
Step 3 Make a judgement
T: Chao Yang Primary School will award ten good students. Look, Simon, Jack, May and Sue want to be one of them. Let’s have a look at their information, and then decide who you will vote for.
T: Read Simon’s self-introduction. (提示：阐述理由时请注意主语与动词的一致性)
S16: Simon is a good boy. He has many good habits. He brushes his teeth in the morning and before bedtime. He often helps his classmates with their homework. He goes to bed early, so he never feels sleepy in class. He likes reading very much.
T: Will you vote for Simon?
S16: No.
T: Why not?
S16: Because Simon also has some bad habits. He often reads in bed at night. It’s bad for his eyes. He drinks a little water every day, but he drinks a lot of cola.
T: Look at the pictures about Jack. Will you vote for him? Why or Why not?
S17: I will not vote for him. Jack gives his seat to the old woman. He keeps his bedroom clean and tidy. He waits for the green man before he crosses the road. But he spends too much time on computer games. He eats too much meat. That’s not good for health.
T: Well done. Look at pictures about May. Will you vote for her?
S18: …
T: Look at the key words. Please describe Sue’s habits. Will you vote for her?
(提示学生把always, often等频率副词用到句中)
S19: Sue has many good habits …I think she is a good student. I will vote for her.
(以上环节中的发言可以由不同的学生互相补充完成，同样的意思也鼓励学生运用多种不同的表达，由于篇幅原因不一一列举)
T: Let’s say “Congratulation” to Sue. What does Sue want to say to the others?
S20: Come on. I think you can be good students too.
T: I also think they will be good students.
【设计意图：此环节运用学生自己完整阐述、图片显示、出示关键词等多种方法呈现学生习惯，旨在培养学生的阅读能力、观察能力以及运用语言大胆表达的能力。】
Step 4 Read and write
T: They have many good habits and three of them have some bad habits. What about Amy and John. Please read and find what habits they have. Are they good habits or bad habits?
S: Read the short passages and write in their book.
(Check the answer.)
T: What are Amy’s good habits?
S21: …
T: What’s her bad habit?
S22: …
T: What do you want to say to Amy?
S23: You’re great! You have many good habits. But do not eat too many sweets because they are bad for you teeth.
T: Good! What about Jack?
S24: …
T: Do you want to say something to Jack?
S25: Jack, you are a polite boy. You follow traffic rules. But you have some bad habits. We should do homework first after school. We mustn’t run on the road because it’s too dangerous. We shouldn’t watch too much TV. We should go to bed early, so that we will not be late for school. Eating too much meat is not good for us. We should eat more vegetables.
T: Wonderful. I think Jack will listen to your suggestions and change a lot. Thank you.
【设计意图：在前面环节中口头表达之后再做教材的阅读书写已是水到渠成，本环节的亮点在于分清好习惯、坏习惯之后你想对Amy和John说什么。这里可以鼓励学生答案多样化。】
Step 5 Work in groups
T: What habits do you have? Are they good habits or bad habits? Please tell your group members first.
S: …. (提示学生小组交流时善于发现组员的优点，组员没有谈到的好习惯可以相互补充)
Step 6 Show time
T: It’s time to show your good habits now. Listen carefully to hear who has more good habits. You can take notes if necessary. If your classmates have some bad habits, would you please give some suggestions?
S: (学生聆听、记录、提建议)
(板书建议时运用的主要句型：You should … You shouldn’t … You must … You mustn’t …)
【设计意图：由教材中的人物到谈论自己的习惯，学生能说的已经很多，此环节关注学生细心聆听、记录的习惯培养。】
Step 7 Exercixes
T: Just now, when you reported or gave suggestions, some of you made a few mistakes. But don’t worry. Here are some exercises for you.
Ex. 1 Tick the right answer
My diet
I have a healthy diet. I usually have (some, a few) bread for breakfast. I have (a little, a few) eggs every week. For lunch, I often have (a lot of, a little) vegetables, (some, a few) meat and (many, much) rice. For dinner, I usually eat (some, a few) fish and vegetables. My brother often eats (a lot of, a few) meat. But I think it’s bad for our health. I often drink (some, a few) juice, too.
I think fruit is good for us. We should eat (a little, some) every day.
Healthy diet, healthy life.
Check the answer and Ss tell why they choose the words.
Show “a few, a little, some” etc. Can you tell the meanings? How to use them?
S: (总结这些单词或短语的用法)
Ex.2 Fill in the blanks (根据上下文或首字母提示填空)
S: (学生做练习)
(Check the answer.)
【设计意图：适当的练习能有效巩固学生所学语言知识，提升概括、归纳的能力，最终提高对所学语言的运用能力。】
Step 8 Ticking time
T: Frank’s friends have many good habits. I think you also have. You did a great job today. It’s ticking time now. Can you tell which habits are good and which are bad? If you do, you can get 3 stars. …
T: My children, it’s very important to form good habits. Because good habit makes a big future! (显示中文：好习惯成就大未来！)
【设计意图：每节课让学生知道自己的学习成果能激励他们不断努力！】
Homework 家庭作业
1. Write a short passage “My habits” with some pictures. Use Exercise C. “Look and say” in the workbook as a model.
仿照补充习题练习C写短文My habits，配上生动的图片。
2. Think about “What makes a good student? ” Prepare for the poster.
思考一个好学生应该具有的品质，准备好制作海报的工具。
【设计意图：鼓励学生课后做图片配短文这类个性化的作业并适时展示，能增强学生的学习热情。】
Teaching aids 教学准备
教学PPT
板书设计：
Project 1 Being a good student
You should …
You shouldn’t …
You must …
You mustn’t …
说课
本课是期中复习单元的第一课时，要把前面各个单元所学重点有机地融合，做到活动多样却有条不紊，巩固所学但不显得重复、枯燥。因此本课一开始，安排学生自主回顾1至4单元所学主题，选取与本单元紧密相关的内容进行师生互动问答，为下一环节热身。
第二环节的头脑风暴激活了学生的发散性思维，学生在相互的启发下运用多种方式表达同样的意思，语言输出丰富且有质量，教师对学生的发言适当总结、拓展，体现了复习课的提升作用。
第三环节为四位学生投票的过程需要学生发挥阅读、造句、辨析并陈述理由，是一个运用语言的过程。
接着回归教材，谈论Amy和John的习惯，反思自身，进行一系列口头和书面表达。预设到学生可能出现的问题，辅以练习加以巩固并总结规律。
最后的Ticking time 和情感渗透意在让学生感受到复习课的学习成果，明确努力方向。
英语（六年级下册）
Project 1 Being a good student
第2课时
苏州工业园区娄葑实验小学 潘红梅
Teaching contents 教学内容
Project 1 Part B and Part C.
Revise Units 1-4.
Teaching aims and learning objectives 教学目标
1. Students know what makes a good student.
2. Students know how they can be good students.
3. Students can make a poster about being a good student and tell about it.
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：Students know what makes a good student and how they can be.
教学难点：Students can make poster about being a good student and tell about it.
Teaching procedures 教学过程
Step 1 Warm-up
T: Look at the picture, read the sentence(s) and make a judgement.
1. There’s no time for breakfast. I don’t want to eat anything.
S1: That’s a bad habit. We should eat breakfast every morning.
S2: We should eat breakfast on time.
S3: It’s bad for us if we don’t eat breakfast.
2. If there are no cars, we can run red lights. (闯红灯)
S4: We must follow the traffic rules any time.
S5: It’s dangerous to run red lights.
S6: …
3. Let me play some more minutes. I can do my homework in the evening.
S7: We should do our homework first.
4. We mustn’t throw things out of the cars.
S8: It’s a good habit. It’s dangerous to throw things out of the cars.
S9: The road will be very dirty …
5. I should listen carefully and try to answer questions in class. If I have problems, I may ask for help.
S10: It’s a good habit. …
6. The traffic is heavy. Let’s park our cars on the pavement.
S11: It’s a bad habit. We mustn’t park our cars here and there …
7. Grandma and Grandpa are sleeping. You can’t sing loudly, but you can read books.
S12: …
8. Uncle Wang is always busy. He often has fast food for lunch.
S13: …
9. Eddie has a healthy lifestyle.
T: Does Eddies have a healthy lifestyle?
S14: Yes. He likes walking.
T: What do you think, S15?
S15: I don’t think so. “I walk to my bowl many times a day.” means Eddie likes eating very much. He should not eat too much. He should do more exercise.
【设计意图：培养学生阅读、观察的细致程度。最后一张图片是七年级上册的漫画，让学生先熟悉一下初中教材，有利于中小衔接；图片中的句子会误导一些思维不缜密的学生，让学生自己意识到一定要有细致、专注的好习惯。】
Step 2 Discuss and write
T: Many people like sports. Maybe Eddie wants to do some exercise, but he is a little lazy. You cannot learn from him. So what makes a good student? Please discuss in group first. (学生小组讨论)
T: Write down as many sentences as possible.
T: Now tell me what makes a good student. What did you write?
S16: A good student should get up early.
S17: A good student must do his or her homework.
S18: A good student mustn’t play on the road.
S19: …
(此环节学生发言时间可以充分一些，可以起到相互启发的作用)
(板书A good student should … A good student shouldn’t … A good student must … A good student mustn’t …)
Step 3 Let’s talk
T: I can get following information from your answer.
?A?good student?should pay?attention (注意力集中)?in?class, give?respect (尊重)?to?his or her teachers?and classmates.
A?good?student?must listen and follow rules. If they need?help, they may ask questions.
A?good?student?should be?kind (善良的),?polite (有礼貌的) and open-minded?(思想开明的).
A?good?student?should not spend too much time on Internet, TV or phone.
A?good?student doesn’t?have?to?get?the?best?grades (成绩), but he or she should always?try?his?or?her?best?(竭尽全力).?
【设计意图：对学生的回答及时反馈，尽管有些单词学生不认识，但持之以恒地在语境中渗透使用相信学生能理解，语言水平也会有较大提升。】
Step 4 Discuss and make
T: Did you try your best? You all know what makes a good student. But did all of you try your best to be a good student? Actions speak louder than words. (PPT显示中文：行动胜于空谈) So just do it now. Let’s discuss “How can you be a good student?” And make a poster about it.
Ss: (学生小组讨论，个人制作海报)
Step 5 Show time
Ask some volunteers to show their posters and tell the class about the posters.
Show some key sentences such as “To be a good student, I must… I mustn’t …” on the screen. Teacher can also help students use the sentence “I plan to…” or “I am going to + 动词原形”.
【设计意图：在接下来的单元学生将要学习一般将来时，此环节谈论自己打算如何做个好学生很适合做句型铺垫。】
Step 6 Let’s write
T: You did a very good job. Now I’d like you to write a passage according to the poster. Look at the model on the screen. (提示学生可以在开头加一些介绍，结尾表达对成为好学生充满信心。)
【设计意图：从制作海报到展示交流，最后配上正式的书面文章，学生会很有成就感。】
Step 7 Exercise
1. Look at the pictures and try to predict “What happened?”
2. Read and fill in the blanks. (补充习题练习F Read and write，提示学生填写时注意时态。)
3. Retell the story.
4. What do you think of Yang Ling?
S20: Yang Ling is very kind.
S21: Yang Ling is helpful.
S22: Yang Ling is nice.
S23: Yang Ling is a good student.
【设计意图：看图预测故事能促进学生的深度思维；开放性的问题能检测学生组织语言、运用语言的能力。】
Step 8 Ticking time
T: Yang Ling is a good student. All of you will try your best to be good students too. It’s ticking time again. Do you know what makes a good student? If you do, you can get 3 stars. …
T: I hope all of you will behave as what you said today.
You know how you can be a good student. Then just do it!
Homework 家庭作业
1. Make a new poster and write a passage “Good students around me”.
2. Prepare for the next unit.
【设计意图：作业1“写身边的好学生”可以让学生发现他人优点，进而向这些学生学习；作业2持之以恒能让学生养成预习的好习惯。】
Teaching aids 教学准备
教学PPT
板书设计：
Project 1 Being a good student
A good student should …
A good student shouldn’t …
A good student must …
A good student mustn’t …
I am going to … (动词原形)
说课
本课是期中复习单元的第二课时。重点要求学生明白好学生应该有哪些好品质并以制作海报的形式汇报自己将如何努力成为一名好学生。在热身环节，要求学生看图读句子快速辨析，学生们充分运用1至4单元的语言阐明观点。接着在学生小组讨论、展示交流的基础上，教师提炼更多好学生的品质，拓宽了学生的视野，扩大了学生的词汇量。
在接下来的环节教师引导学生行动起来，引发学生讨论如何做一名好学生，并制作海报，谈自己的打算。期间渗透一般将来时“I am going to …”句型为第五单元教学做适当铺垫。
学生会说不一定代表能写，在多次讨论汇报后，复习课上学生的书面表达能力更需要凸显，因此安排了学生针对海报内容撰写短文的环节。
在巩固练习阶段，结合《补充习题》上的练习，要求学生看图预测故事、阅读理解故事并完成填空、复述故事、回答开放性的问题，从多种角度检测学生综合运用语言的能力。
总之，复习单元需要将前面各个单元巧妙融合，加以巩固，更要立足教材适当拓展，同时指导学生掌握有效的学习方法和策略，较大幅度地提升学生的语用能力。
英语（六年级下册）
Unit 1 The lion and the mouse
Story time
苏州市金阊实验小学 张玲
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说large, strong, quietly, weak, loudly, mouse, walk by, wake … up, some day, let … go. The next day, net, bite, sharp, sadly, just then, soon, from then on。
2. 能听懂、会读、会说日常用语The mouse said sadly. The lion laughed loudly。
3. 能正确地理解并朗读故事内容，并能在板书与图片的帮助下尝试复述。
4. 能初步了解副词的用法。
5. 能体会故事内涵。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地理解并朗读故事内容，并能在板书与图片的帮助下尝试复述。
教学难点：能听懂、会读、会说不规则动词bite, let, wake的过去式。
能在板书与图片的帮助下尝试复述故事内容。
Teaching procedures 教学过程
Step 1 Free talk & Warm-up
T: Hello, boys and girls. Did you have a nice winter holiday? What are you going to do in the new term? Can you make a study plan?
S: I’m going to …
T: Are you going to read English every day? What are you going to read?
S: I’m going to read English stories/newspapers/books/…
T: What English stories did you read?
S: I read … (Goldilocks and the three bears/Cinderella/The king’s new clothes …)
T: Today we’ll read a story about animals. Let’s have a look!
【设计意图：紧扣Story time中的Learning tip要求，让学生说说本学期的计划，并由此引出阅读英语故事的话题，然后谈论复习学生学过的童话类故事，引出有关动物的主题。】
Step 2 Presentation
1. PPT shows the description of the lion. Ss guess what animal it is.
T: It’s large and strong. It has big sharp teeth. It can run fast. It’s the king of the forest. What is it?
( large (very very big), sharp
S: A lion. (板书贴图)
T: There was a lion in the forest. He was very large and strong. (板书large、strong) Look! What is this? (Show the mouse) (板书贴图) Can the lion and the mouse be friends? Why?
Ss discuss in groups and debate.
( The lion and the mouse can/can’t be friends. Because the lion is … and/but the mouse is …
( not strong = weak (板书small、weak)
T: All of you did a good job! Today we’ll learn the story about the lion and the mouse. You’ll know if the lion and the mouse can be friends.
【设计意图：通过描述狮子的特点学习新单词，然后用辩论的形式让学生说说狮子与老鼠是否能成为朋友，让学生试着用英语对两者进行描述与比较，让学生真正将语言运用起来。】
2. Story time
(1) T: Let’s watch the cartoon and get the answer.
Ss watch the cartoon of Story time.
T: Can they be friends?
S: Yes! (板书became friends)
T: What happened? Can you try to put the sentences in order?
Read and order.
① The mouse woke the lion up.
② The lion caught the mouse.
③ The lion let the mouse go.
④ The lion could not get out from the net.
⑤ The mouse helped the lion get out.
⑥ The lion and the mouse became good friends.
(d a e c f b)
Read and learn the new words. (板书动词)
wake—woke, let—let, get out (from), net
Ss read together.
【设计意图：看卡通了解故事结局：狮子与老鼠是否能成为朋友？然后完成书后Read and order的题目，对六句话进行排序，从而对故事梗概有所了解，为接下来的细读、精读做好准备。】
(2) Teacher shows 3 questions:
Q1: Why did the lion let the mouse go? Are they friends?
Q2: How did the lion get into the net?
Q3: How did the mouse help the lion?
Ss read the story and find the answers quickly.
( A1: The mouse said he could help the lion one day.
A2: Two men caught the lion with a large net.
(板书The two men caught … with …)
A3: The mouse made a big hole with his teeth.
T: From this story, what do you know? (学生选择自己从故事中体会到的句子)
A. Being kind to someone is never a waste. 善有善报。
B. A friend in need is a friend indeed. 患难朋友才是真朋友。
C. The?wolf?has?a?winning?game?when?the?shepherds?quarrel.
螳螂捕蝉，黄雀在后。
D. Everyone has a talent. 天生我材必有用。
【设计意图：通过三个问题，学生跳读故事找出答案，补全故事梗概，同时让学生选择自己从故事中体会到的寓意。】
(3) T: Now we know the main idea about the story. Let’s read together and know more details.
PPT shows the story and the pictures. Ss read and learn.
Picture 1: There was _________. He was __________.
Animals: … (The sound of the animals)
Ss look at the picture and try to complete the sentences. Act the animals.
Ss read after the recorder.
Picture 2: One day, a mouse walked by and woke the lion up. The lion was angry and wanted to eat the mouse.
( walk by走过、路过
T: How did the lion feel? What about the mouse?
( The mouse was afraid. (板书afraid) What did the mouse say?
( “Please don’t eat me. I can help you some day.”
(板书I can help you some day.)
T: How did the mouse say?
( The mouse said quietly. (板书said quietly)
Ss try to speak like the mouse.
T: The lion laughed loudly. (板书laughed loudly)
( “You’re so small and weak! How can you help me?”
Ss try to speak like the lion.
( Then the lion let the mouse go.
Ss read after the recorder.
Picture 3: The next day, two men caught the lion with a large net. The lion bit the net with his sharp teeth, but that did not help. (板书big sharp teeth)
Ss try to say “How can I get out?” sadly like the lion.
( Asked the lion sadly.
Ss read after the recorder.
T: The lion was sad. (板书sad) He couldn’t get out. What could he think about?
Ss guess like “Who could help me?” “I want to go home!” “…”
Picture 4: Just then, the mouse saw the lion. “I can help you.” He said. Soon, the mouse made a big hole in the net with his teeth. The lion got out.
T: Why could the mouse make a hole in the net?
S: Because the mouse had small sharp teeth. (板书small sharp teeth)
PPT shows the question of the mouse for the lion “Do you think I’m small and weak?”
Ss answer for the lion.
( “Thank you!” said the lion happily.
T: The lion was happy now. (板书happy)
Ss read after the recorder.
Picture 5: From then on, the lion and the mouse became ___________.
Ss read after the recorder.
T: Do you think the lion will make friends with other small and weak animals from then on?
S: Yes! Because …
【设计意图：本环节通过师生互动完成整个故事。学生在朗读、模仿、问答、表演、想象中阅读故事，深入了解故事细节，体会故事人物感情，教师在学生的回答与互动中提炼关键词，完善板书，为复述课文做好准备。】
Step 3 Consolidation and practice
1. Ask and answer.
T: Now can you answer the questions about the story?
(书后Ask and answer环节，教师播放flash，先让学生清楚如何提问、如何回答，为接下来的竞赛做好示范与准备工作)
T: Let’s read the story in pairs and please prepare some questions about the story. Later we’ll have a competition. Others try to answer the questions as quickly as possible.
(学生出题，抢答比赛)
【设计意图：为进一步巩固故事，学生两人一组进行朗读，并针对文章准备一些问题，用抢答的方式激发学生的集体荣誉感，增强参与度，检测学生对于故事的掌握程度，让学生将语言运用起来。】
2. Retell the story.
Ss look at the blackboard and try to retell the whole story.
【设计意图：在学生对于故事内容充分理解的基础上，试着根据关键词与图示复述故事具体内容，再一次检测学生对于故事的掌握程度，巩固语言知识。】
Homework 家庭作业
1. 跟录音朗读Story time，试着背诵或表演。
2. 抄写新词汇与句子。
3. 根据关键词复述课文，并写下来。
4. 制定Study plan。
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 1 The mouse and the lion
the picture of the lion became friends the picture of the mouse
large strong small weak
angry woke … up afraid
laughed loudly “I can help you one day!” said quietly
let it go
big sharp teeth two men caught … with …
sad could not get out
happy made a big hole small sharp teeth
说课
本课是一则寓言故事，在故事前有一个Learning tip “Make a study plan”，因此在Free talk引导学生多读英语、多读英语故事，顺便总结复习学生学过的英语故事有哪些，再引出有关动物类的故事。
本课在处理上注重先整体再细节。在进入故事前，学生对“狮子和老鼠是否能成为朋友”的主题进行辩论，激趣导入，运用语言。然后看卡通了解故事梗概，得出“狮子与老鼠能成为朋友”的结论，完成Story time后的Read and order排序活动。由于排序题中的句子不是完整的故事，因此创设三个问题让学生跳读故事找寻答案，从而补全故事梗概，并得出故事的中心思想，通过挑选四个选项的句子交流自己的体会，升华故事内涵。
理解故事梗概后进入对故事细节的阅读。通过朗读、模仿、问答、表演、想象等多种互动形式逐图进行学习，学生在语境中学习新词汇，在问答中加深理解，在模仿与表演中体会人物感情，在想象中延伸思考。教师根据学生的回答将关键词写在黑板上，为最后的复述做好充分准备。
由于故事较长，为了更好地巩固学生对故事内容的理解，采用了“出题抢答”和“根据关键词复述课文”的任务方式。学生两人一组自读课文后自己出题，以竞赛的形式进行抢答，生生互动，妙趣横生。最后全班一起通过看板书对整个故事进行完整的复述，让学习有困难的同学也能在板书的帮助下复述故事。
特别分享：
关注学生对故事的整体理解。
关注图画与文字之外的语言，激发学生的想象力与表演力。
关注故事背后的寓意，对比中西方文化差异。
英语（六年级下册）
Unit 1 The lion and the mouse
Grammar time
苏州市金阊实验小学 张玲
Teaching contents 教学内容
Grammar time
Teaching aims and learning objectives 教学目标
1. 能根据关键词或图片熟练复述故事。
2. 能掌握不规则动词bite、let和wake的过去式。
3. 能听懂、会说、会读、会写副词quietly、loudly、happily，能体会副词在句子中的作用。
4. 能听懂、会说、会读、会写句型“The mouse said quietly.”“The lion laughed loudly.”。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能掌握副词的结构并能正确恰当地运用副词描述动作。
教学难点：能正确恰当地运用副词描述动作。
Teaching procedures 教学过程
Step 1 Free talk & Review
1. T: Boys and girls, I like animals. I like dogs. I like tigers. And I like ants. Do you know why?
S: You like dogs/tigers/ants because they are/like/can/have …
T: Ants are small and they look weak, but they can do many things. What other animals look small and weak?
S: …
2. T: Some animals look strong, but sometimes they’ll be weak. Some animals look weak but they can do something that others can’t do. Just like the story about the lion and the mouse. Look! (PPT出示图与文字) Can you work in groups and try to retell the story?
( There was … One day, … Then, … The next day, … Just then, … From then on, …
( Simple past tense.
(学生看着PPT与关键词以小组形式进行复述练习，汇报时逐图复述)
复述到故事时出示以下动词过去式：wake—woke, let—let, bite—bit, ask—asked
【设计意图：通过猜测教师喜欢动物的原因运用语言，揭示“看来弱小的动物并非真的弱小”的道理，将话题过渡到故事上。在复述故事时，重点关注几个表示时间的短语，通过按照时间顺序梳理故事内容，学生试着通过图片或者关键词进行复述，为各个层次的学生提供语言支撑。】
Step 2 Presentation
1. T: You can retell the story very well. Can you say the line well?
(Show the pictures and the lines)
“Please don’t eat me. I can help you some day.”
“You’re so small and weak! How can you help me!”
“How can I get out?”
“Thank you!”
(学生试着用符合人物性格的语气朗读台词)
( Said the mouse quietly. Laughed the lion loudly. Asked the lion sadly. Said the lion happily.
(学生说出与这些副词相关的词语，引出其形容词形式)
( quiet—quietly, loud—loudly, sad—sadly, happy—happily
( Grammar: 形容词与副词
(学生说出哪些是形容词，哪些是副词)
( The adverbs show the actions more vividly.
Ss read the sentences.
( The park is quiet. People talk quietly.
( There was a loud laugh. The lion laughed loudly.
( There was a sad lion. He cried sadly.
( He’s a happy boy. He laughs happily.
Compare the adjectives and the adverbs. Then try to tell the usage in groups.
形容词：修饰名词
副词：修饰动词 (形容词+ly，一般置于动词后)
T: Look at this word. Can you change it into an adverb?
( excited—excitedly, beautiful—beautifully, careful—carefully, angry—angrily, worried—worriedly
T: Look! The girl is crying worriedly. Can you make a sentence with the adverbs?
(呈现图片，学生进行描述)
Ss make sentences.
【设计意图：通过复习Story time中的台词引导学生体会副词给句子带来的丰富性。学生小组合作，对比形容词与副词的运用，总结两者的构成与用法，注重培养学生合作与总结能力，并通过对不同图片的描述进一步巩固新知。】
2. T: Now can you try to say out the sentence with different tones?
( “Can I have a look?” said the man excitedly/quietly/loudly/sadly/happily.
(学生根据不同副词，有感情地朗读台词)
T: We also can say “The man said excitedly/quietly/loudly/sadly/happily.”
Show the sentences:
T: Can you try to change them?
Said the mouse quietly. ( The mouse said quietly.
Laughed the lion loudly. ( The lion laughed loudly.
Asked the lion sadly. ( The lion asked sadly.
Said the lion happily. ( The lion said happily.
(学生将倒装句还原)
【设计意图：通过运用不同语气表现不同副词，让学生在表演中体会不同副词的涵义。同时提供学生两种不同的句式表达，丰富学生的表达，增强语感。】
3. Game:
(1) T: Now let’s play a game. Can you say the sentence with a special tone and let others describe how you speak.
(学生发挥想象，试着用不同语气说出各种句子，其他人则用带有副词的句子进行描述)
S1: Hello! How are you?
S: He said excitedly/quietly/loudly/sadly/happily.
Said he excitedly/quietly/loudly/sadly/happily.
(2) Ss say or act. Others describe.
(学生发挥想象进行说话或者做动作，其他人对其进行描述)
【设计意图：通过游戏活跃课堂气氛，在乐趣中进一步巩固学生使用副词描述动作的能力，同时训练学生的语言表现力，激发学生的学习热情。】
Step 3 Consolidation and practice
T: Boys and girls, the adjectives and the adverbs can make the sentences beautiful. Do you still remember the story about Cinderella? Let’s review the story and make it better. You can work in groups. Choose one scene and add some adjectives and adverbs. Later let’s have a show.
(学生小组合作，重温《灰姑娘》，选择一个场景用形容词与副词扩充句子并准备表演)
Scene 1:
Long long ago, there was a girl. Her name was Cinderella. She lived with his step mother (继母) and step sisters (异母姐妹). Her step mother and sisters always asked her to do a lot of housework. One day, there was a party at the prince’s house, but Cinderella could not go.
“Cinderella, come and help me!” said one step sister.
“Cinderella, where are my gloves?” said the other one.
“Why can’t I go to the party?” asked Cinderella.
“Look at you! Do you have a nice dress?”
“Look at you! Do you have nice gloves?” laughed her step sisters.
Scene 2:
Then the fairy came.
“What’s wrong, dear?”
“I can’t go to the party. I don’t have any nice clothes!” said Cinderella.
“Let me help you!” said the fairy.
“Wow! I have beautiful clothes and shoes now!” said Cinderella.
Cinderella put on the new clothes and shoes.
“Come back before 12 o’clock.” said the fairy.
“I will! Thank you!” said Cinderella.
Scene 3:
Cinderella met the prince and they danced.
“Sorry, I have to go now.” said Cinderella.
“Hey, your shoe!” said the prince.
The prince visited every house. Many girls tried on the shoe, but it didn’t fit. Finally, Cinderella tried it on.
“It fits!” laughed the prince.
From then on, Cinderella and the prince lived together.
(Ss prepare for the show and then read and act.)
【设计意图：重温五年级下册Unit 1 Cinderella故事，通过对语句的扩充巩固复习形容词与副词，学生在合作中运用语言，相互补充，合力表演，将课堂推向一个小高潮。】
Homework 家庭作业
1. 熟练背诵Story time。
2. 试着用副词重新改写《The king’s new clothes》或者《Goldilocks and the three bears》（使用一般过去时态）。
3. 复习不规则动词表。
Teaching aids 教学准备（含板书设计）
教学准备：PPT、Cinderella的故事纸。
板书设计：
Unit 1 The lion and the mouse
There was … One day, … Then, … The next day, … Just then, … From then on, …
wake—woke, let—let, bite—bit, ask—asked
adjective形容词 adverbs副词
quiet quietly
loud loudly
sad sadly
happy happily
excited excitedly
说课
本课是第二课时，重点是学习一般过去时态的语法，了解动词过去式的结构与读音。
在热身与复习环节，学生运用语言猜测教师喜欢的动物的原因，揭示“看来弱小的动物并非真的弱小”的道理，提炼故事的寓意，并引出Story time的故事内容。复述故事时，利用五个表示时间顺序的短语展开复述，注重故事的条理性，并复习woke、let、bit和asked几个动词过去式，整体环节层层推进。
新授环节中仍然依托Story time的内容，学生用正确的语气和语音语调朗读台词，体会不同的情感，引出含有副词的旁白。小组合作对比含有形容词的句子，总结两者的构成与用法，培养学生合作学习的意识与探究能力。在学习副词时，还补充了文中直接引语倒装句的另一种形式，一方面拓展了语言，另一方面也为之后的任务做好语言铺垫。对副词在句子中的功用主要是通过让学生用不同语气、语音语调进行朗读来体会的，这也为之后的表演奠定基础。
巩固运用环节创设了一个综合任务：重温灰姑娘的故事。学生小组合作，选择一个场景，利用形容词与副词丰富文本内容，并试着演绎故事，一则复习了旧知，融合了新知，二则发挥了学生的创造性，三则对学生表演力提出了更高的要求，让学生享受使用英语的过程。
特别分享：
关注文本内容背后的意义，鼓励学生用英语进行表达。
强调表演的重要性，重视不同语气、语音和语调给句子带来的不同含义。
温故知新，旧知与新知的融合能更好地达到巩固效果。
英语（六年级下册）
Unit 1 The lion and the mouse
Fun time & Checkout time
苏州市金阊实验小学 张玲
Teaching contents 教学内容
Fun time & Checkout time
Teaching aims and learning objectives 教学目标
1. 能正确使用副词进行描述。
2. 能正确使用动词的过去式。
3. 能正确使用语言及合适的语气语调与他人合作表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确使用语言及合适的语气语调与他人合作表演故事。
教学难点：能正确使用副词和动词的过去式。
Teaching procedures 教学过程
Step 1 Warm-up & Review
T: Boys and girls, I like singing. I sing beautifully. (教师歌唱展示)
What can you do? How can you do that? Here’re some adverbs for you. Can you read them out? (出示副词：fast, quickly, excitedly, loudly, happily, quietly, sadly, beautifully, nicely, well)
Ss read, talk and show: I can …
【设计意图：通过轻松的师生谈话复习副词的运用，补充了一些常用的副词，让学生边说边秀，检测学生是否能正确运用。】
Step 2 Presentation
1. Checkout time: Look and write
(1) T: You can use the adverbs very well. Here are some pictures. Let’s talk about the pictures. What are they doing? (出示书上6幅图，点击缩略图呈现大图)
S: The boy is running.
The girl is shouting.
The children are talking.
The people are laughing.
The man is reading.
The woman is crying.
(2) T: Can you make the story better? Use the adverbs to complete the story. Open your books to Page 14. Discuss in groups and try to say more. (小组合作完成故事)
(There’s a running race at school. The boy is Mike. He’s running __________.
A lot of students are watching it. The girl is shouting ________. “Go! Go! Go!”
The running race is exciting. At last, Mike wins. The children are talking about it __________.
They go to see a film to celebrate (庆祝). The film is fun. The people are laughing __________.
Mike goes home and wants to share with his father. His father is reading a book __________.
The book is a story about a woman. She got hurt(受伤). Now she is crying __________.
Ss answer and fill in the blanks.
Ss read the story.
T: The woman is crying sadly. Can you help her? What can you do?
S: I can …
【设计意图：通过将6幅图串成故事的形式呈现文本，让学生在情境中进行讨论与学习，并由最后的女士受伤引出“助人为乐”的主题，自然过渡到下一个环节。】
2. Checkout time: Think and write
T: Helping people is very important. Love can make the world better. Su Hai is writing an e-mail to her e-friend Anna. She helped someone last Sunday? What happened? Who did she help? Why and how she helped? Let’s read by yourself.
Ss read the passage and get a main idea.
Q1: Who did she help? (She helped a small boy in a shopping centre.
Q2: Why did the boy need help? (The boy couldn’t find his mother.
Q3: How did they help the boy? (Dad took the boy to an office in the shopping centre and Su Hai gave him a sweet.
T: What tense should we use? (Simple past tense (Last Sunday) Now can you try to fill in the blanks?
Ss fill in the blanks.
Ss read and check.
(go—went, see—saw, look—looked, help—helped, ask—asked,
take—took, give—gave, become—became, am—was
T: Is Su Hai a good girl? She likes helping people. Who likes helping people?
S: … likes helping people.
T: What did he/she do?
S: He/She …
【设计意图：通过who、why和how三个问题来理解这份电子邮件，通过自读文章梳理出问题的答案，在动笔写之前先进行口答，复习一般过去时态的表述，为之后的落笔奠定基础，然后总结这些动词的过去式，及时巩固复习。最后请学生用过去时态描述班级中曾经发生的好人好事，让语言真正运用起来。】
2. Fun time
T: All of you are good helpers. Who likes helping others too in the story The lion and the mouse?
S: The mouse!
T: Yes. The mouse helped the lion get out of the net. Let’s review the story.
(出示Fun time第一幅图和对话)
T: What does the lion look like? Can you describe it?
S: The lion is large and strong. He has … He likes … He can …
T: What did the lion say?
S: I’m … and …
T: How did the lion say? How did the animals say?
(The lion said loudly/excitedly. The animals were afraid.
Ss say the lines with the correct tone.
(出示2、3两幅图和对话)
T: Now can you tell me how did the lion and the mouse say these lines?
(学生根据对话确定狮子与老鼠的语气，完成旁白部分)
T: Can you finish the lines? Work in groups.
(组内合作，补全对话)
Show time: Work in groups and act the story. Don’t forget the narration.
Rubric: 声音响亮，语言表达正确。★
语气合适，绘声绘色。★★
能加上肢体动作或作适当改编。★★★
Ss act and evaluate.
【设计意图：通过对故事的演绎再次复习副词的用法，并注重培养学生的表演能力，通过给出明确的评分要求让学生对他人或是对自我进行评价。】
Step 3 Summarize
T: What do we learn today?
S: Help people.
( Help people to start from the little things. 助人要从日常小事做起。
Find in helping others is a virtue. 助人为乐是一种美德。
All for one, one for all. 我为人人，人人为我。
T: Love makes the world better! Give a hand when the people around you need help!
Homework 家庭作业
1. 用英语写一封电子邮件给老师，描述你曾帮助过他人的一件事。
2. 阅读更多的经典故事。
Teaching aids 教学准备
教学准备：PPT
说课
本课的学习内容是Checkout time和Fun time。考虑到Checkout time第二部分是一封有关助人为乐的电子邮件、Fun time又是老鼠帮助狮子的故事，因此将Checkout time第一部分也串成故事来教授。由最后女生跌倒受伤引出“助人”的主题，既操练了副词，也提高了文本的整体阅读性，让学生在语境中学习。
Checkout time的Think and write是一封电子邮件。本课在处理这部分内容时采用了先阅读、再谈论、再动笔、最后总结动词过去式的顺序。通过三个问题把握文本大意，通过问题用一般过去时态谈论事情，巩固复习时态后，让学生落笔填空。在完成填空后，让学生说说班级内的好人好事，在轻松的氛围内用聊天的形式进行语言操练，升华本课“助人”的主题。
Fun time是Story time的表演版，为了将副词运用起来，特增设了“旁白”，让学生用一般过去时描述当事人说话的语气，指导学生如何表演。然后学生在组内合作，共同完成表演任务。本环节还特意提供了表演评分标准，提前告知学生需要表演到什么程度，为评价提供可衡量的标准。
特别分享：
尽可能地将零散的文本串成整体，提供语境。
明确表演的rubric，量化标准。
走出文本，走进生活，引导学生说说身边的好人好事。
英语（六年级下册）
Unit 1 The lion and the mouse
Sound time, Culture time & Ticking time
苏州市金阊实验小学 张玲
Teaching contents 教学内容
Sound time, Culture time & Ticking time
Teaching aims and learning objectives 教学目标
1. 能掌握特殊疑问句中语音语调的使用。
2. 能梳理出学过的疑问代词，并正确使用。
3. 能了解《伊索寓言》与中国成语故事的异同。
4. 能熟练运用副词并复述故事《The lion and the mouse》。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能梳理出学过的疑问代词并能使用正确的语音语调进行提问。
能用使用合适的副词描述故事。
教学难点：能使用正确的语音语调进行提问。
Teaching procedures 教学过程
Step 1 Free talk & Review
T shows the picture of the lion.
T: Where did he live? Who’s his friend? Why did they become friends? What did the mouse do? How did the lion feel at last?
(出示五个问题，学生进行回答)
Ticking time: I can understand “The lion and the mouse”.
Show the questions.
T: Do these questions have a special feature?
( Wh-questions特殊疑问句
Ss speak out more words about Wh-questions
( when, which, how many, how much …
【设计意图：通过对五个问题的回答复习故事，完成Ticking time的第一项内容，并引出特殊疑问词，为进入Sound time做好准备。】
Step 2 Presentation
1. Sound time
(1) Show the picture of Sound time.
T: You can ask so many questions. Look the pictures. Now I have four questions.
(出示文中四个问句)
(Where are you going? What do you want to buy? Who is it for? What will he say?
T: How to ask these questions. Do we use the rising tone or the falling tone? Let’s listen.
(播放问句录音)
(We use falling tones to ask the Wh-questions.
Ss read together.
(出示答句，学生一起朗读)
T: Let’s ask and answer in pairs.
(学生两两问答)
T: What other questions can you ask?
(学生用其他疑问词来提问并回答)
(2) Show the questions.
T: Can you say these sentences with the correct tones?
(出示语调，学生根据语调朗读问题)
(Where are you going? To the sweet shop?
What do you want to buy? Do you want a pie?
Who is it for? The boy over there?
What will he say? Will he say thank you?
(组内合作，选择正确的语调朗读小诗)
T: Do you find the rules?
(特殊疑问句用降调，一般疑问句用升调
Ss summarize and read together.
Ss answer the questions.
Ask and answer in pairs.
Ticking time: I know the intonation of Wh-questions.
【设计意图：通过听录音总结Wh-questions的语调，并围绕图片提出更多的问题，同桌问答，扩大语言操练范围。然后改编小诗，将一般疑问句也混入其中，学生通过情境问答来体会语调的变化，并做出总结，培养学生总结语言规律的能力。】
2. Culture time
(1) T: I have some pictures about animals. Can you tell me the name of these stories?
(出示中国成语故事的图片)
S: 坐井观天、一箭双雕、画龙点睛、画蛇添足……
(Chinese idioms
T: What about these pictures? (出示《伊索寓言》的故事图片)
T: Are these Chinese idioms?
(Aesop’s Fables (简要介绍Aesop’s Fables)
(2) T: Do you know some stories in Aesop’s Fables? Please use the proper adjectives and adverbs to complete the sentences.
(A. The Lion and the Mouse: The __________ mouse helped the __________ lion. (weak/little, strong/big)
B. The Fox and the Crow: The crow sang _________ in the tree and the fox got the meat _________ under the tree. (loudly, happily)
C. The Hare and the Tortoise: The hare ran ______ and the tortoise ran ______. But he won the running race. (fast/quickly, slowly)
D. The Boy Who Cried Wolf: The boy always cried wolf and the wolf __________ came some day. (really)
Ss read and fill in the blanks.
Ticking time: I can use the adverbs.
(3) Show the words and pictures of Culture time. Ss read.
(The stories tell us something. We learn from them.
Show the pictures: Match the pictures and the names of the stories. Then sort the stories.
(出示成语故事和《伊索寓言》的图片，学生将图片与故事名配对，之后对这些故事进行归类)
Aesop’s Fables: “The North Wind and the Sun” “The Fox and the Grapes” “The Wolf in Sheep’s Clothing”
Chinese idioms: “Kill Two Birds with One Stone” “Drawing a Snake and Adding Feet” “Look at the Sky from the Bottom of a Well”
【设计意图：学生看图说出成语故事，利用已有母语知识与英语知识进行对比，用副词尝试描述《伊索寓言》中的几个故事，帮助学生更好地巩固副词的运用。为了使学生能更好地掌握这两种故事，设计了分类环节。学生先将故事名字与图片配对，再进行分类。既考察了文化知识的掌握，也丰富了学生的语言。】
Step 3 Consolidation and practice
T: Work in groups. And let’s prepare a short play. You can choose one story to act it out. We’ll guess what story you’re acting.
(教师提供学生模板稿纸，提醒学生为故事加上合适的形容词或副词，可以适当改编)
Putting the finishing touch to the picture of a dragon
Long long ago, there was a painter. He could draw … He was good at drawing … One day, he drew a … on the wall.
“Look at the …” people said. “How …!”
Some people said. “But the dragon doesn’t have …”
A man asked. “Why don’t you draw …?”
The painter answered. “If I draw the …, the … will fly away.”
The people laughed. “Really? The picture of the … will fly away?”
Some people said. “I’m not sure about that!”
“Have a try.” Some people shouted.
The painter smiled. “OK!”
Then the painter drew … for the dragon. And the picture of the … became the real one flew away.
The boy who cried wolf
Long long ago, there was a boy. He had a lot of … Every day he went to the hill with the … The … ate the grass and he watched them. One day the boy wanted to play a game with the people. Listen!
“Wolf! Wolf! Wolf is coming! Hurry! Hurry!” the boy shouted.
The people heard ran to the hill. But they didn’t see the wolf.
“The wolf ran away!” said the boy.
The next day, the people heard the cry again.
“Wolf! Wolf! Wolf is coming! Hurry! Hurry!” the boy shouted.
The people heard ran to the hill again. But they didn’t see the wolf.
“The wolf ran away!” said the boy.
The boy was happy. But today there was a … wolf. The boy was afraid.
“Wolf! Wolf! Wolf is coming! Help! Help!” the boy shouted.
But no one came to help.
(学生分组进行一个短剧的准备及表演，学生可以任选成语故事或者《伊索寓言》中一个进行表演，其他学生要在表演之后猜故事的名称，并说出属于哪种故事)
要求：使用一般过去时态进行旁白描述，人物台词注意语音语调的表现，适当加上肢体语言。
【设计意图：始终围绕《伊索寓言》和中国成语故事的主题进行语言运用，学生选择其中一则故事准备表演，在表演前需要添加形容词与副词，使故事更为生动、有趣。本环节发挥学生的想象力与创造力，考验学生小组活动的能力和效率。】
Homework 家庭作业
1. 试着写下你们小组表演的故事。
2. 跟录音朗读Sound time，并写出读升调与降调的疑问句各5句。
3. 预习Cartoon time。
Teaching aids 教学准备（含板书设计）
教学准备：PPT和最后表演的故事模板稿纸。
板书设计：
Unit 2 The lion and the mouse
Wh-questions: who, what, where, when, why, how …
Aesop’s Fables Chinese idioms
说课
本课围绕Wh-questions的语调及《伊索寓言》和中国成语故事的对比展开。
在进入Sound time前，先对Story time部分进行提问，在复习故事的同时引出Wh-questions，一方面完成Ticking time中的第一项内容，另一方面也为Sound time的引出做好准备。在Sound time中学生通过听录音自行总结语调问题，并针对图片提出更多问题，操练Wh-questions疑问代词的使用。为了让学生更好地了解语调的运用情况，本课将Sound time进行了一点改编，让学生在一段chant对话中体会不同的语调，始终在语境中学习。
Culture time部分的学习结合了副词的巩固。通过图片的呈现，将母语知识与英语知识进行联系，学生根据已有知识利用形容词或副词描述《伊索寓言》的四个故事大意，为最后的学生表演做一定的知识铺垫。为了让学生对中国文化的博大精深有更深刻的理解，特意设计了将故事名称和图片配对的环节，学生可以通过语言文字比较明白中国成语的短小精炼。
六年级下学期学生已存储了一定的语言知识，最后设计了学生自行选择故事进行创作表演的环节，组内选择成语故事或者《伊索寓言》中的一个进行表演，一方面巩固了文化知识和语言知识，一方面也让学生发挥了自己的创造性，自行创设语境，给学生更大的舞台展示自我。
特别分享：
利用学生已有母语文化知识基础与新知识进行融合、贯通。
给学生更大的创造力发挥空间。
关注中西文化对比，为汉语言文字的博大精深感到骄傲。
英语（六年级下册）
Unit 1 The lion and the mouse
Cartoon time
苏州市金阊实验小学 张玲
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 能听懂、会读、会说cheer、hit、deep、reach、quickly、pour … into …
2. 了解三组新的形容词与副词：real—really、hard—hard、quick—quickly。
3. 能根据上下文与图片猜测新单词含义。
4. 能正确地理解并表演卡通故事。
5. 能使用一般现在时态编写《乌鸦喝水》的故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确地理解并朗读故事内容，并能表演故事。
教学难点：能整理出关键词，并根据关键词复述故事。
Teaching procedures 教学过程
Step 1 Free talk & Review
T: Hello, boys and girls. Do you like stories? Do you know these stories? What do you know about that? Discuss in groups.
S: This is story is from Aesop’s fables/Chinese idioms. It’s about …
T: What do you know from the story?
S: …
【设计意图：通过谈论《伊索寓言》与中国成语故事中的小故事复习上节课内容，引导学生用一般过去时态和副词描述故事，通过小组合作的形式降低难度，给学生足够的思考与准备时间。】
Step 2 Presentation
1. Pre-reading
T: Today we’ll read a new story. Look! Here’re some question words. Can you ask questions about the picture? (出示Cartoon time第一幅图)
Ss ask questions with wh-questions.
T: What questions can you answer from the picture?
Q1: Who are they?
Q2: What are they doing?
Q3: How do they feel?
Q4: Which one plays table tennis better?
T: Look at Sam! He can play table tennis very well. He’s really good at table tennis.
( really—real
【设计意图：学生围绕图片提问，一方面复习特殊疑问句语调，一方面训练了学生的提问能力。根据图片内容解决部分问题，引出real和really。】
2. Reading time
(1) T: Now what happened then? What’s the story about? Let’s watch the cartoon.
(播放卡通flash，学生了解故事整体内容)
T: What is the story about?
A. It’s about how to play table tennis well. B. It’s about how to get the ball. (√)
C. It’s about how to get the water.
【设计意图：整体认知文本，学生看卡通，了解故事大意。】
(2) Look, read and order
T: Here’re 4 pictures and the sentences. Can you read and try to put them in order? Let’s work in groups.
(学生小组合作，边看图边读句子，然后将句子按照正确的顺序排列)
( a. Sam and Bobby are playing table tennis happily.
b. Billy and Willy cheer for them loudly.
c. Sam is too excited and he hits the ball hard.
d. Then, they cannot find the ball.
e. Finally, Sam and Bobby find a hole in the ground.
f. Sam has an idea.
g. He brings some water quickly and pours it into the hole.
Ss read and try to guess the meaning of the vocabulary:
cheer for, hit, quickly, pour … into
( hard—hard, quick—quickly (fast)
(出示四幅图，学生为四幅图挑出关键词语，教师板书)
【设计意图：通过读图与读句子进行排序练习，学生在合作中互相学习、给出学习建议，共同完成任务，在排序的过程中学习如何根据图片或是上下文来猜测新单词的含义，学生在任务中体会有效的学习方法。然后通过图片与文字的结合，学生自行提炼出每幅图的关键词汇，教师板书。一方面巩固复习了语言，一方面锻炼了学生提炼关键词的能力，并为最后的课文复述做好了铺垫。】
(3) Think and say
T: What are they talking about?
(补全旁白，学生试着为故事添上台词。让学生先猜，然后出示课文内容，播放录音，学习语气)
Picture 1
Bobby: You’re really good at table tennis, Sam.
Sam: Thanks.
Picture 2
Billy & Willy: Hooray!
Sam: …
Bobby: …
Picture 3
Bobby: Is the ball in the hole?
Sam: Yes! I can see it. But it’s too deep. I can’t reach it.
( deep、can’t reach板书
Picture 4
Willy & Billy: …
Bobby: Well done, Sam!
Sam: There are so many balls.
( get many balls板书
T: Why are there so many balls?
S: Because …
【设计意图：在故事的叙述文本排出来后，学生试着根据图片发挥想象，为人物添加台词，第三幅图由于较难，教师引导学生说出书上的句子，此环节不但发挥了学生的想象力，更能让学生对所学语言进行了输出反馈。】
(4) Read and imitate
T: What’s the story? Let’s follow the recorder.
【设计意图：跟着flash进行跟读，在流畅的情境中完成语音模仿。】
3. After reading
(1) Retell the story
Ss look at the blackboard or the pictures try to retell.
Work in pairs and then report.
【设计意图：学生选择看图进行复述或者看黑板复述，再次巩固所学内容。】
(2) Show time
T: Which story do you like? Choose the style you like and act it out with your friends.
(四人一组：旁白、Bobby、Sam及Willy & Billy，学生选择Cartoon time原文表演或是表演自己准备的改编剧本)
Ss have a show.
【设计意图：学生选择表演书上的原文或者是自己改编的故事，给予学生选择权与创造权，让他们在表演的过程中将自己最喜欢的表现形式展示出来，发挥主观能动性。】
(3) Think and say
T: Do you have any ideas to get the ball out?
Ss discuss.
T: Can you give the story a name?
Ss discuss.
( Sam is clever.
T: In Aesop’s Fables, there are also some clever animals. Do you know them?
( The crow and the pitcher.《乌鸦喝水》
【设计意图：让学生思考还有没有别的方法把球取出，培养学生的创造思维。最后通过给故事起个名字引出Sam很聪明，引导出《伊索寓言》中的故事《乌鸦喝水》。】
Step 3 Consolidation and practice
T: The crow is clever. Can you try to tell this story in English?
(小组合作，用一般现在时完成故事叙述，Tip：根据图片写出关键词，利用关键词进行叙述)
【设计意图：复习一般现在时态，通过写关键词的方法让学生找到讲故事的技巧所在，从在句子中总结提炼关键词过渡到自行思考关键词并串联成句，提升学生的思维质量。】
Homework 家庭作业
1. 跟录音朗读Cartoon time，并背诵。
2. 抄写新词汇与句子。
3. 总结本单元学习过程中出现的副词与形容词。
4. 复习Unit 1。
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 2 The lion and the mouse
play table tennis ( hit the ball hard ( a deep hole ( bring … ( get many balls
cheer for cannot find can’t reach pour … into …
real—really hard—hard quick—quickly
说课
本课是本单元的最后一个课时，在处理Cartoon time前围绕《伊索寓言》与中国成语故事进行复习，对上一节课的内容进行考察并复习一般过去时态。由于本课Cartoon time用了一般现在时，因此之后主要巩固复习一般现在时态。
对文本的处理主要通过提问猜测、看图排序、补全台词、模仿表演四个环节来进行，注重培养学生读句子提炼关键词、根据关键词复述课文以及自行写出关键词并串联成文的能力，体现了学习技巧的培养过程。学生在学习中通过合作商量、对话练习、想象发挥、模仿表演等多种方法进行语言操练与巩固，并通过最后讲述《乌鸦喝水》的故事来考察学生综合运用语言的能力。
本课还教授了三组副词与形容词，其中hard和really的形容词形式是补充的，学生温故而知新，巩固复习副词与形容词的转变规律。
特别分享：
学习的技巧需要在运用中掌握。
逐渐培养学生提炼、总结文本的能力。
合作学习是降低学习难度、提高学习效率的好方法。
“Thank you”的回答方式
当我们为他人提供某种帮助时，人家一定会对你道声“Thank you!”以示感谢。这时候，我们通常回答“You’re welcome.”。
但其实，“Thank you!”的回答方式有很多种，我们可以根据实际情况选择以下几种回答。
◆Not at all. 哪里的话，别客气。
◆That’s all right. 没什么，不客气。
◆That’s OK. 没什么。
◆I’m so glad to help you. 我很乐意帮助你。
◆It’s a piece of cake. 小菜一碟（不值一提）。
◆I’m so glad you like it. 我很高兴你喜欢它。
表达“不用谢”的方式有这么多种，请同学们灵活地运用，让英语会话真正地“活”起来，才能更贴切地表达自己的想法。
英语（六年级下册）
Unit 2 Good habits
Story time
苏州市沧浪新城二实小 何芳
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读、会写“He gets up early in the morning.”“He never goes to bed late. He also does well at home.”等句型以及messy、tidy、early、late、habit、never、finish、fast、put … in order、bad、sleepy、last night等词汇。
2. 能正确朗读课文，理解其大意，并能复述课文内容。
3. 能尝试根据所学短语和句型来描述自己和别人的习惯。
4. 能分清好坏习惯，并知道以好的习惯来要求自己，让自己拥有更多好的习惯。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能听懂、会说、会读、会写“He gets up early in the morning.”“He never goes to bed late. He also does well at home.”等句型以及messy、tidy、early、late、habit、never、finish、fast、put … in order、bad、sleepy、last night等词汇。
2. 能正确朗读课文，理解其大意，并能复述课文内容。
教学难点：能尝试根据所学短语和句型来描述自己和别人的习惯。
Teaching procedures 教学过程
Step 1 Learning aims
T: Let’s look at what we will learn today. (PPT呈现本节课学习目标)
T: First, we can read the story. Second, we can retell the story. Third, we can try to talk about the good habits.
【设计意图：让学生对本节课的教学内容有所了解。】
Step 2 Presentation
1. T: We have a good friend, Yang Ling. Do you want to know her well?
Listen to my chant carefully. (初步感知新的短语词汇)
2. T: You know my good friend in my chant. She gets up early and never goes to bed late. (板书get up early, never …) What does “never goes to bed late” mean, A or B? (PPT呈现小图，新授early & late)
T: Do you get up early and go to bed early?
I think we should get up early and go to bed early.
T: And Yang Ling often puts her things in order. (板书put … in order，通过before, morning引导学生读order)
T: Do you often put your things in order?
S: Yes, I do./No, I don’t.
T: Good. She often puts her things in order, so she keeps her room clean and tidy.
(新授tidy = not messy)
T: In the chant, do you remember when she finishes her work?
S: She finishes her work before nine o’clock. (PPT呈现句子)
T: When do you usually finish your homework? (板书finish one’s homework …)
S: I usually finish my homework at/before …
3. T: Look at the four sentences. What are they about? They are about habits.
So today we’ll learn a new lesson—Unit 2 Good habits. (揭示并带读课题)
【设计意图：通过引入契合本单元主题的儿歌，既揭示课题又为Story time的学习扫除语言障碍。】
Step 3 Story time
1. T: You know a lot about Yang Ling’s habits. Look, who are they?
S: They’re Wang Bing and Liu Tao. (贴人物头像)
T: What habits do they have? Discuss in pairs.
S: Maybe Wang Bing …/Maybe Liu Tao …
T: Well, I have some choices. Let’s read them first.
T: Please watch the cartoon, and then finish the match in groups of four. (教师先播放卡通，然后学生小组讨论后一起回答)
S: Wang Bing finishes his homework early. Wang Bing puts his things in order. Wang Bing gets up early.
Liu Tao does his homework late at night. (板书do one’s homework late)
Liu Tao goes to bed late. Liu Tao helps his parents. (板书help …)
2. T: What other habits do they have? Please read the story again and find them.
S: Wang Bing brushes his teeth in the morning and before bedtime. (板书brush one’s teeth …)
T: Before bedtime means he brushes teeth …
S: He brushes teeth before he goes to bed.
Liu Tao listens to his teachers and keeps his room clean and tidy.
(板书listen to the teachers … keep the room …)
3. T: Good. They have a lot of habits here.
But which are good habits? And which are bad habits?
(学生小组讨论后汇报答案)
T: We know Liu Tao often does his homework late at night and goes to bed late, so he often feels … in the morning.
S: So he often feels sleepy in the morning. (板书feel sleepy …)
4. Think & write
(指导学生完成P18 Think and write)
5. Reading time
(1) Listen & imitate
(2) S: Read the story in boys/girls. (Boys read “Wang Bing”. Girls read “Liu Tao”.)
6. Retell the story
【设计意图：从整体感知到寻找细节，然后对习惯分类并通过18页的练习进行巩固，由浅入深地完成Story time的教学。】
Step 4 Consolidation
T: We are going to have a class meeting to talk about good habits and bad habits.
a. Name some good/bad habits.
b. Talk about your good habits and bad habits.
c. Talk about your friend’s good habits and bad habits.
(学生可以两人或四人一组，小组讨论并课堂汇报)
【设计意图：通过设定新的场景，给学生使用语言提供平台，既复习所学内容，又培养学生的语用能力。】
Homework 家庭作业
1. Listen and read the Story time three times.
2. Retell the story to your friends.
3. Talk about your good habits and bad habits to your parents.
4. Find out more good habits and bad habits.
Teaching aids 教学准备
教学准备：PPT
板书设计：
说课
本课以习惯为话题开展教学，源于生活，学生有话可说，有感可谈。要让学生在学习过程中反思自我，能分辨出哪些是好习惯，哪些是坏习惯，并能针对自己和他人的坏习惯提出改进意见。本课是本单元的第一课时，学习的主要内容是Story time中Wang Bing和Liu Tao的好习惯和坏习惯，学生要学会谈论两个人物的习惯，并由此说出自己的好习惯和坏习惯。
在教学中，先从了解Yang Ling的生活习惯导入，让学生对一些习惯进行初步感知，同时也学习了一些短语的表达方式，从而顺理成章地引出课题。在第二部分学习Story time时，教师先让学生猜一猜，同桌讨论一下两个人物的生活习惯，促进了学生语言的自然生成。接着再出示课文动画，让学生在观看的过程中初步了解Wang Bing和Liu Tao的习惯，进行选择和匹配。然后再提升任务难度，让学生在自读过程中寻找到其他习惯，同时进行小组讨论，在学习过程中既能体会小组合作的乐趣，又能锻炼自学能力。
最后的班会课活动板块是一种能力的提升。学生在学习完课文后能进行自我反思。能总结出一些习惯，并能说出自己和他人的好习惯和坏习惯。既是对课文学习的一种巩固，也是学完课文后的一种拓展。要求学生能根据所学知识罗列出一些好习惯和坏习惯，教师在这一过程中要鼓励学生运用以前所学过的语言知识进行描述。
英语（六年级下册）
Unit 2 Good habits
Grammar time
苏州市沧浪新城二实小 何芳
Teaching contents 教学内容
Grammar time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读、会写fast, well, early, late, always, usually, often, sometimes, never等词汇。
2. 能正确复述课文内容。
3. 培养学生养成良好的学习习惯和生活习惯。
4. 能在句子中正确运用副词修饰动词。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能听懂、会说、会读、会写fast, well, early, late, always, usually, often, sometimes, never等词汇。
2. 能在句子中正确运用副词修饰动词。
教学难点：能在句子中正确运用副词修饰动词。
Teaching procedures 教学过程
Step 1 Free talk
T: I get up early in the morning. What about you?
S: …
T: But I go to bed late at night. How about you?
S: …
T: I usually keep my office clean and tidy. Do you usually keep your study clean and tidy?
S: …
Step 2 Song time
T: Well, children. Let’s enjoy a song Lazy Mary.
【设计意图：通过师生对话和歌曲调动学生兴趣，活跃课堂气氛。】
Step 3 Review Story time
T: Do you remember Wang Bing and Liu Tao? What habits do they have?
Let’s review the story first. (PPT呈现)
T: Let’s retell the story with the hints, OK?
Step 4 Grammar time
1. Read and find
T: (PPT出示句子He gets up early in the morning and never goes to bed late.，板书get up early和go to bed late) Can you find some expressions like “get up early” or “go to bed late” in the Story time? Please read the story and find them.
(PPT呈现一些句子，凸显does well, do his homework late, go to bed early …)
T: Can you find something in these expressions? The structure is: 动词+副词 (verb + adverb). Adverbs are used to describe a verb or an action.
2. Look and say
T: Look at the pictures, and fill in the blanks.
3. Let’s read!
T: Open your books to Page 19 and read the sentences of the first part. Look at the sentence: He never goes to bed late. “Never” is an adverb too. Can you find similar adverbs like “never” in the story?
4. Play a game!
T: First, pick four pieces of paper of different colours. Second, discuss in groups and make them into a sentence, and then stick it to the long paper. Third, read in groups and show us in your own way. (教师对学生的句子给出评价It’s interesting …)
T: Here are some sentences. Can you read them? (呈现Grammar time第2部分，并归纳总结)
5. Do a survey
T: Great, let’s do a survey. First, let’s make a survey form. Here is an example. Put one word into the blank and make it a good habit.
S: early.
T: Can you read it?
T: Go to bed early at night.
T: Here is another form. Can you fill this line with your group members?
Let’s check together. The first one is early. Please read it.
The second one is well. Please read it. The third one is early. Please read it.
T: They are all good habits. Now, let’s do a survey. Do you go to school early in the morning? (随机问一名学生)
S: Yes, I do.
T: (将该学生姓名填入表格) Do a survey in your groups with this form.
(提示句型：Do you …? Yes, I do./No, I don’t.)
T: OK, time’s up. I’m going to be the first one. (教师示范)
Now who wants to tell us about your group members?
【设计意图：通过游戏和调查活动活用Grammar time中的语言点，既可以增加语法学习的趣味性也可以培养学生的语用能力。】
Step 5 Consolidation
T: Let’s make a good habit proposal according to your group survey. Here is my good habit proposal. Work in groups to finish your good habit proposal. Here are some tips for you.
T: (评价)
(1) If everyone in your group says one sentence, you will get 3 stars.
(2) If all the members in your group say together, you will get 2 stars.
(3) If only group leader say, you will get 1 star.
T: Please try to form good habits.
Step 6 Exercise
1. 根据首字母填空（略）
2. 用所给单词的适当形式填空（略）
Step 7 Homework
1. Read Grammar time three times and make five similar sentences in your exercise book.
2. Make your good habit proposal beautiful and share with your friends.
Teaching aids 教学准备
教学准备：PPT课件，纸盒、单词字条、调查表、展板。
板书设计
说课
本节课主要学习了副词以及如何修饰动词。首先通过复习巩固Story time，来体会其中副词是如何修饰动词的，并让学生做到举一反三，灵活运用。其次通过游戏的形式让学生感知副词在句中的作用和位置，让学生在学中玩，玩中学，体验了小组合作的快乐，锻炼了小组合作的能力。最后的“好习惯倡议”活动是一种学习能力的提升，能使学生清楚地分辨好习惯和坏习惯，并知道养成好习惯的重要性。学生在活动中了解到了更多的好习惯，同时也进行了情感教育，拓展了学生的语言知识，提高了学生的学习能力。
英语（六年级下册）
Unit 2 Good habits
Fun time & Song time
苏州市沧浪新城二实小 何芳
Teaching contents 教学内容
Fun time & Song time
Teaching aims and learning objectives 教学目标
1. 能听懂、会说、会读、会写Do you …? Yes, I do./No, I don’t.等句型，并能正确运用句型进行问答。
2. 能听懂、会说、会读、会写fast, well, early, late, always, usually, often, sometimes, never副词，并能在句子中正确运用副词修饰动词。
3. 能唱歌曲This is the way。
4. 能分辨好习惯和坏习惯，并能介绍自己和他人的好习惯和坏习惯。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：1. 能听懂、会说、会读、会写Do you …? Yes, I do./No, I don’t. 等句型，并能正确运用句型进行问答。
2. 能唱歌曲This is the way。
教学难点：能分辨好习惯和坏习惯，并能介绍自己和他人的好习惯和坏习惯。
Teaching procedures 教学过程
Step 1 Warm-up
T: I always get up early in the morning.
I usually have some bread and milk for my breakfast every day.
I often walk slowly in the street after dinner.
I never go to bed late.
This is the way of my daily life. (新授This is the way，方式、方法，并带读)
【设计意图：复习所学副词，为Song time做铺垫。】
Step 2 Song time
1. T: Look at the boy. What’s he doing?
S: He’s washing his face.
T: How does he wash his face? Let’s enjoy a song first! (播放歌曲动画)
2. T: What do we usually do after we get up?
S: We usually wash our face, brush our teeth …
T: How do we wash our face/brush our teeth?
S: (做洗脸状) This is the way we wash our face.
(做洗脸状) This is the way we brush our teeth.
T: Let’s sing the song with actions, OK?
(学生带动作演唱)
3. T: Look at the girl. She’s brushing her teeth, right? Can you make a new song?
(学生用brush our teeth改编)
4. T: Well, let’s have a rest and enjoy a new song This is the way.
(学生感知歌曲中另外两种方式comb our hair和put on our clothes)
【设计意图：对Song time板块进行丰富和延伸，活用教材内容。】
Step 3 Fun time
1. T: I have some habits. I usually get up early in the morning and I sometimes go to bed late at night. Do you have any habits?
S: I always …/I usually …/I often …/I sometimes …/I never …
2. T: Can you find more good habits? Work in groups. (PPT呈现评分标准)
3. (PPT呈现以下对话)
T: Let’s play a game. Who wants to be my partner? (师生对话，做示范；然后动画演示Fun time的操作；PPT完整呈现Fun time操作过程)
T: Now, it’s your turn. Pick one picture from the envelope and practice in pairs!
T: Show us your work. (请几组学生展示)
T: Let’s talk! (板书，并针对刚才展示的同学所说的内容提问，教师先示范)
(学生两人一组操练，PPT呈现操练所用句型)
【设计意图：循序渐进开展Fun time板块的活动，最后的Let’s talk 环节既是对本板块内容的延伸，又可以敦促学生认真听其他学生的对话展示。】
Step 4 Consolidation
1. T: (PPT呈现自己的好坏习惯) Can you describe my habits?
(学生尝试描述)
2. T: Let’s do a survey. (教师示范)
T: Do you get up early? S1: Yes, I do.
T: That’s a good habit. S1: Thank you.
T: Do you keep your room clean? S1: No, I don’t
T: That’s a bad habit. S1: I’m sorry.
(将信息填入表格)
3. (学生两人一组做调查，然后汇报)
S: XXX is a good boy/girl. He/She has some habits …
4. T: We have some habits. Some are good habits. Some are bad habits.
We should form more good habits!
【设计意图：对学生的语言输出提出更高的要求，培养学生的综合语用能力。】
Homework 家庭作业
1. Ask and answer about your friends’ habits and retell their habits.
2. Sing the song to your parents and try to make a new song.
3. Preview Cartoon time.
Teaching aids 教学准备
教学准备：PPT课件、若干信封（内装Fun time卡片）。
板书设计：
说课
本课主要学习了Fun time和Song time。教学内容本身具有趣味性，所以在教学中采用了游戏、猜谜等形式。目的是调动学生的学习积极性，增强课堂教学的趣味性，让学生在游戏中有所得，体会“在学中玩，在玩中学”的活动过程。在具体教学过程中，教师采用以旧带新、循序渐近的方法，回顾之前所学的单词、句型，用旧知引出新知。在学生的学习活动过程中，最大限度地激发学生知识的潜能，让学生将以前所学过的语言知识点复现，并运用到本课的学习中来。最后设计的活动，旨在培养学生对本课重点句型的综合运用。
英语（六年级下册）
Unit 2 Good habits
Cartoon time
苏州市沧浪新城二实小 何芳
Teaching contents 教学内容
Cartoon time
Teaching aims and learning objectives 教学目标
1. 能正确朗读Cartoon time，理解故事大意及其幽默之处，并能尝试表演。
2. 能意识到good habits的重要性并付诸于实际生活。
3. 能锻炼运用英语及与他人合作的能力。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：能正确朗读Cartoon time，理解故事大意及其幽默之处，并能表演。
教学难点：能意识到good habits的重要性并付诸于实际生活。
Teaching procedures 教学过程
Step 1 Song time
(播放Song time动画This is the way)
Step 2 Free talk
1. T: I often read books after dinner. Do you often read books after dinner, S1?
S1: Yes, I do./No, I don’t.
S1: I always/usually/often … Do you always/usually/often …, S2?
S2: Yes, I do./No, I don’t.
S2: I always/usually/often … Do you always/usually/often …, S3?
S3: …
2. T: I always get up early in the morning. But I got up late today. I got up at about seven thirty this morning. What about you?
S: I always/usually/… But I …
【设计意图：通过对话激起学生的学习兴趣，复习所学内容。】
Step 3 Cartoon time
1. T: I sometimes write emails to my friends. Look, I’ve got a new email. Who is it from? Let’s have a look. (PPT呈现email)
T: This is an invitation from my good friend, Tina. She invites me to her house. Would you like to go with me?
2. T: Look at Tina’s house. What do you think of it?
S: It’s big/beautiful/…
T: Tina’s friends, Little Rabbit and Little Duck come to see her too. If you’re Tina, what will you say?
S: Welcome to my house./…
(PPT呈现Tina的回答：Let me show you around our house.)
T: Let’s go into the house. (新授go into“走进”，并板书)
3. Watch and answer
T: How many rooms are there in Tina’s house? What are they? Let’s watch the cartoon. (播放卡通)
T: How many rooms are there in the house?
S: Three.
T: What are they?
S: They’re the living room, Tina’s bedroom and Bobby’s bedroom.
4. Read and find out
T: There are three rooms in the house. How are the rooms? Are they big? Are they clean? Are they nice? Please read in pairs and underline the information.
T: How is the living room?
S: It’s big and clean. (板书)
T: How about Tina’s bedroom?/Bobby’s bedroom?
S: …
5. Listen and imitate
6. Read Cartoon time in different ways
7. Let’s help Bobby!
T: Bobby has some bad habits. He often makes his room dirty and messy.
Give some suggestions to Bobby.
S: Bobby, you should … Bobby, you shouldn’t … (板书)
8. Retell the story (PPT呈现)
9. Act the Cartoon in groups of four. (PPT呈现评分标准)
Homework 家庭作业
1. Listen and read Cartoon time three times.
2. Act the cartoon with your friends.
3. Preview Sound time and Checkout time.
Teaching aids 教学准备
教学准备：PPT课件、Bobby和Sam的头饰。
板书设计：
说课
本课主要学习了Cartoon time。由于Cartoon time具有强烈的故事性和趣味性，所以在教学中要抓住这一特性，将学生的学习积极性和主动性最大限度地调动起来。首先通过一封Tina的邮件引出Cartoon time，起到激趣引新的作用。在学习Cartoon time这一环节时，通过任务驱动，层层推进。通过讨论剧情学习词汇，旨在突破重难点，一步一步带领学生学习这个故事。各种形式的朗读和复述为表演环节提供了语言输出的基础。最后给Bobby提建议的环节，给了学生大胆创新的机会，旨在把语言的综合运用提升一个高度，使学生的语言运用能力得到充分发展。
英语（六年级下册）
Unit 2 Good habits
Sound time, Checkout time & Ticking time
苏州市沧浪新城二实小 何芳
Teaching contents 教学内容
Sound time, Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 能理解并体会字母组合or在单词中的发音，并适当扩展不同的发音。
2. 能正确完成Checkout time中的练习。
3. 能对照Ticking time中的三个目标进行客观的自我评价。
4. 能复习巩固并尝试综合运用前四课时所学的词汇和语法重点。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能理解并体会字母组合or在单词中的发音，并适当扩展不同的发音。
2. 能对照Ticking time中的三个目标进行客观的自我评价。
教学难点：能复习巩固并尝试综合运用前四课时所学的词汇和语法重点。
Teaching procedures 教学过程
Step 1 Warm-up
1. T: Firstly, let’s do some exercise together. Music! Let’s go. (PPT播放动画) Hello, boys and girls. Just now, we did some exercise. Doing exercise is a good habit. Today, we’ll go on learning Unit 2 Good habits. Follow me, Unit 2 Good habits.
2. Show the learning aims
T: In today’s lesson, we have three learning aims. Who can read them?
【设计意图：通过动画活跃课堂气氛，通过呈现本节课目标使学习效率更高。】
Step 2 Revision
1. T: Firstly, we are going to talk about good habits and bad habits. Look, who is he?
S: He is Wang Bing.
T: In story time, we know he has some good habits. What are his good habits?
If you don’t remember, you can talk about it according to these pictures.
Now, discuss in pairs.
2. T: Wang Bing has some good habits. What about Liu Tao?
What are his good habits? Does he have any bad habits?
If you can’t remember, you can find some clues from these pictures.
Now, please work in four.
Step 3 About habits
1. Checkout time (Listen and choose)
T: We have known Liu Tao and Wang Bang’s good habits and bad habits very well.
What about Su Hai and Su Yang’s habits? (学生可以先口头说说)
T: Please open books to P25. Let’s listen again and choose the right answer.
T: Have you finished? Let’s check. Please read the sentence.
T: Now, please read the passage together.
2. Talk about habits
T: Su Hai and Su Yang have some good habits. Do you know more good habits?
For example, I think running every day is a good habit. It is good for our health.
(学生同桌讨论，然后教师选几组说一说)
T: (PPT呈现图片) They have some good habits, but they have some bad habits too. Can you give some advice on these bad habits? I’ll give you an example first. Look, this boy is playing too many computer games. It is a bad habit. My advice for him is to read more books. (学生小组讨论然后教师选几组说一说)
3. Ticking time
(PPT呈现评分标准，学生完成Ticking time第一项)
【设计意图：通过Checkout time第二部分及关于habits的拓展练习考查学生对habits相关用语的掌握情况，为完成Ticking time提供依据。】
Step 4 About adverbs
1. Checkout time (Look and say)
T: You did a good job. Look at the pictures, and complete them with adverbs.
T: Now, please turn to P24. Look at the pictures carefully and circle the right answer.
2. T: Look, here are the key words. (PPT呈现) Please use the verbs and adverbs to make a sentence. Now work in groups of four and try to make as many sentences as possible.
3. Read and complete
(PPT呈现图文，学生根据图片说出副词)
4. Ticking time
(PPT呈现评分标准，学生完成Ticking time第二项)
【设计意图：通过Checkout time第一部分及关于副词的拓展练习考查学生对副词掌握情况，为完成Ticking time第二项提供依据。】
Step 5 Sound time
1. T: Show the picture. What can you see?
S: I can see four horses./I can see …
T: We can see four short horses. What are they doing?
S: They’re running./…
T: They’re running very fast, right?
2. T: Let’s listen to the rhyme. (讲解through)
3. Let’s listen and read some words in the rhyme and think about the pronunciation of “or”. (学生听录音，感悟发音)
4. Let’s read the rhyme and words in pairs.
5. Play a game. (PPT呈现关于or读音的摘苹果的游戏)
6. PPT呈现评分标准，学生完成Ticking time第三项
【设计意图：让学生通过听和读感悟字母组合or的发音。】
Homework家庭作业
1. Listen and read Sound time three times.
2. Try to find out other words with “or”, and know the sound of “or”.
Teaching aids 教学准备
教学准备：PPT课件
板书设计：
说课
本课的内容主要是复习、巩固和提升。在学习语音板块时，词不离句，句不离词，通过不同形式的操练使学生感悟语音规律，培养学生的韵律感和节奏感。教师同时进行适度拓展，培养学生看词能读，听音能拼的能力。Checkout time是一个语言综合能力的提升，通过同桌讨论、小组商量等多种形式，复习巩固本单元的重点——副词的运用和好习惯、坏习惯。而Ticking time的处理则是贯穿在各个环节中，学生可以针对各自不同的情况，客观地进行评价。整节课有效地合理安排各个环节设计，让学生学得快乐、学得扎实、学得灵活，真正提高学生的综合语言运用能力。
英语（六年级下册）
Unit 3 A healthy diet
Story time
苏州工业园区金鸡湖学校 顾琰珏
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 在情景中体会理解healthy、diet的含义，并能够准确发音。
2. 学生在课文学习中初步感知a little与a few的用法区别。
3. 在饮食金字塔图的帮助下尝试叙述自己或他人的饮食，了解a few、a little的区别。
4. 结合插图理解并朗读课文，判断Yang Ling和Mike的饮食习惯是否健康。
5. 初步运用本课所学的词汇和句型谈论自己对healthy diet的看法。
6. 通过本课的学习，学生能形成健康饮食、健康生活的意识。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能够理解、会读、会复述课文。
2. 通过课文学习，学生能了解什么是健康饮食并能修正自己不良的饮食习惯。
3. 学生在课文学习中初步感知a little与a few的用法区别。
教学难点：
1. 初步运用本课所学的词汇和句型谈论自己的饮食习惯。
2. 通过阅读策略的学习，用表格、食物金字塔等，深刻理解健康饮食的含义，对healthy diet表达自己的看法。
Teaching procedures 教学过程
Step 1 Warm-up and free talk
1. Greeting & Revision
T: Good morning, boys and girls. Do you remember Wang Bing’s good habits? Does Wang Bing go to bed early? Why?
S: (复习Unit 2课文内容，回忆并回答)
T: What time did you get up this morning? Do you usually get up early?
Do you go to bed late?
S: …
T: Did you have breakfast this morning?
S: Yes, I did.
T: What do you usually have for breakfast? Let’s do a brainstorming.
【设计意图：从复习第二单元的好习惯入手，过渡到本课的主要话题，并通过头脑风暴的方式谈论早饭都会吃什么，利用头脑风暴激发学生思维，唤起学生旧知，复习食物类单词，为本节课的语言材料做好铺垫。】
Step 2 Presentation
1. T: Do you have … for your breakfast?
S: I have … for breakfast.
T: What about your lunch and dinner? Are they good for us?
S: I have some vegetables/meat/rice/noodles … They are good/bad for us.
2. T: OK. Today we’ll talk about healthy food. (教学health—healthy)
T: We should eat more healthy food and have a healthy diet.
(教学：diet，并板书课题：Unit 3 A healthy diet)
【设计意图：结合图片进行谈话，让学生在谈话中对健康的食物和不健康的食物有初步的感知，从而知道吃健康的食物对我们身体的好处，由此导入本课话题：A healthy diet。】
Step 3 Story Time
1. Listen and number
T: Our friends Mike and Yang Ling are also talking about their diets. Now let’s listen to the tape, and then number the pictures.
(学生听课文录音，并根据课文对所给图片进行排序)
2. Watch and answer
T: Please watch the cartoon, and then answer the questions.
Question: What do they like eating?
3. Read and finish the form
T: What do they have for three meals? Let’s read the text and finish the form, and then talk about the form in groups.
Name
breakfast
lunch
dinner
Mike
Yang Ling
S: (小组汇报) Mike has … for his breakfast/lunch/dinner.
Yang Ling has … for her breakfast/lunch/dinner.
T: Good! But do you know how much food they have for three meals? (PPT出示并教学词组：a lot of, some, a little, a few)
【设计意图：通过先找出三餐食物，再确定数量的方式让学生更好地感知这一类表示数量的形容词。】
4. Students read the text by themselves, and then finish True or false on P28.
5. Finish Read and write on P28.
6. Reading time: listen and repeat.
(跟读环节教师需提醒与讲解朗读时的语音语调、停顿、重音和连读等朗读技巧)
【设计意图：在Story time的主体教学环节，通过听音排序、观看回答、小组填表、随文习语等环节，帮助学生深度理解课文，并培养学生自主学习和小组学习的能力。】
Step 4 Consolidation
1. Can you introduce Mike and Yang Ling’s diet? (给学生一定的图片和关键词)
2. Show the “Food pyramid”, and introduce the healthy diet.
3. Let’s talk
T: What do you think of Mike and Yang Ling’s diet? What about your diet? Is it healthy?
(学生在同桌或者小组间进行对话谈论，并选取几组进行汇报)
4. T: Wish everyone has a healthy diet, a happy life and a bright future!
【设计意图：在课文理解基础上，让学生对Mike和Yang Ling的饮食习惯做出判断，并思考自己的饮食是否健康，旨在考查学生的常识和对健康饮食金字塔的理解，并通过对话的形式进行输出。】
Homework 家庭作业
1. 抄写本课新词新句。
2. 熟读、背诵、复述课文。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件。
板书设计：
Unit 3 A healthy diet
a few/a little
some at a time
a lot of
说课
本节课导入部分以复习和讨论上单元的好生活习惯入手，在谈话的过程中不仅复习前一单元的重点内容，更是通过谈话引出今天的话题，并由肯定学生早睡早起和按时吃早饭的话题引入对健康的思考，同时教学本单元的新单词：healthy和diet。学生对习惯和三餐的话题比较感兴趣，能讲的素材较多，有助于在课堂打开学生的思维。
接下来由讨论健康食品的话题逐步过渡到课文，通过听音排序、观看回答、小组填表、随文习语等环节，帮助学生深度理解课文，并培养学生自主学习和小组学习的能力。本课重点内容a little、a few等的教学放在了课文中解决，没有在一开始就抛出语法点进行反复操练。这样做主要是考虑在本单元的第一课时，语法或者词汇教学应该适时出现，点到即止，要留给学生充分感知的时间和空间，对课文整体脉络的清晰把握才是这一课时的首要任务。
在最后的巩固环节抛出思考自己的饮食习惯是否健康这一话题，是希望借此话题引发学生对自己生活细节的思考，同时也因为语言学习和生活不应该是分割的，应该是一体的。
在整个单元的教学中需要整体考虑，课时与课时之间可以通过设置相关的任务进行有效地衔接。
英语（六年级下册）
Unit 3 A healthy diet
Grammar time
苏州工业园区金鸡湖学校 顾琰珏
Teaching contents 教学内容
Grammar time
Teaching aims and learning objectives 教学目标
1. 能准确运用a little, a few, some, a lot of等词表达物品的数量。
2. 能够进一步区分可数名词与不可数名词，掌握mango, potato, tomato等词的复数形式。
3. 会正确运用句型：I/we/they/you have/eat a lot of/some/a little + … (不可数名词) I/we/they/you have/eat a lot of/some/a few … (可数名词)，以及第三人称单数的句式。
能够仿照课文谈论自己的一日三餐，对自己和别人的饮食习惯做出评价，并进一步建立“健康饮食”的理念，养成良好的饮食习惯。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能正确区分和运用a lot of, some, a few, a little表示可数名词和不可数名词的数量。
2. 谈论自己的一日三餐，并对自己和别人的饮食习惯做出评价。
教学难点：
学生能够准确区分a few和a little的用法。
Teaching procedures 教学过程
Step 1 Warm-up
1. Brainstorming
T: Hello, boys and girls. First, let’s have a brainstorming. Let’s talk about food and drinks. Please say as many words as possible. OK?
S: OK.
【设计意图：热身环节，通过头脑风暴复习饮食类单词，活跃课堂氛围。】
Step 2 Revision
1. Let’s judge
T: Please judge the sentences according to Story time. If the sentence is right/wrong, please say “Yeah! Yeah! Yeah!”/”No! No! No!”
(根据课文的内容判断所给的句子是否符合Mike的饮食)
T: Does Mike have a healthy diet?
S: No.
T: Why?
S: Because he …
T: Can you give him some suggestions?
S: Please …/Don’t …
(课件上出示不同量词，提醒学生可以用这些量词给Mike提健康饮食建议)
2. Fill in the blanks
T: How about Yang Ling’s diet? Let’s finish this passage.
(在完成的过程中，出示两张图片，让学生选择哪一张是a little rice，通过直观的方式，让学生知道a little的具体含义。)
3. Talk about their diet in pairs
T: What about their diet?
S: I think Mike’s/Yang Ling’s diet is healthy/unhealthy, because …
4. Let’s chant
【设计意图：从快速简单的判断游戏入手，在轻松活泼、学生参与度高的游戏中复习Story time的主要内容，通过学生给建议的形式，让学生树立健康饮食的理念，并通过欢快的chant引出本课的重点——数量词的学习。整个复习环节节奏明快，各项活动学生的参与高，反馈速度快，能够在一定程度上降低语法教学环节带给学生的压力感，让学生在情境和游戏中感知语法。】
Step 2 Presentation
1. Let’s learn
T: Just now, we talked about Mike and Yang Ling’s diet. Now look at the screen. What can you find?
S: A lot of rice, a lot of noodles, some fish and some vegetables.
(通过对Mike和杨玲饮食的chant，让学生自己发现语言现象：a lot of、some既可以修饰可数名词，又可以修饰不可数名词)
2. Let’s compare
T: How about “a few” and “a little”? Pay attention to the words after “a few” and “a little”. Are they countable or uncountable? Let’s compare. You can discuss in pairs.
T: Nice job. Please pay attention to these tips.
(出示a little和a few 用法区别的提示)
(这一环节还需要提醒学生注意有一些以o结尾的可数名词后面要加es)
3. Let’s read.
T: Please read these sentences and find the rules.
4. Game time
(Shooting game，学生判断所给的词组搭配是否正确)
【设计意图：这一语法板块的学习，基本以学生小组或者同桌讨论、自主学习为主。老师适时点播，让学生自己发现这四组量词的不同用法。老师再次点拨，学生自己尝试做归纳与梳理，并结合一定的实例进行理解和运用。】
Step 3 Practice
1. Fill in the blanks
T: OK. It’s time for you to do some exercise.
2. T: Now, let’s talk about our healthy diet. (鼓励学生用a lot of, some, a few, a little 来说一说健康的饮食应该是怎样的)
【设计意图：在梳理本课学习内容后，及时通过相关练习来巩固与检测学生的掌握情况。】
Step 4 Consolidation
1. T: Suppose you’re the little dietitian. Please give some suggestions for Mike or Yang Ling.
2. T: Please talk in pairs.
3. T: Now let’s try to write down you suggestions.
4. T: Let’s know more about healthy lifestyle.
【设计意图：在课堂尾声安排学生讨论如何做小小营养师的话题，并给予实战型的口头作业和笔头作业，将本课的内容落到实处。】
Homework 家庭作业
1. 完成相应语法练习。
2. 了解你的同学或者朋友的饮食情况。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件。
板书设计：
Unit 3 A healthy diet
few a little
some some
lot of a lot of
说课
本节课以头脑风暴的方式活跃学生的思维，采用比赛与游戏相结合的方式帮助学生复习Story time主要内容，并在复习中逐渐呈现出今天的语法点。
这堂课语法板块的学习重点以学生小组或者同桌讨论、自主学习为主。老师适时地点播，让学生自己总结规律，发现语法点。老师再次点播，让学生自己尝试做归纳与梳理，让学生能够结合一定的实例进行理解和运用，把原本枯燥的语法讲解转化成学生习惯的探究性学习。
六年级的语法教学可以加入游戏、竞赛或者是自主归纳学习的内容，帮助学生在轻松愉悦的氛围中掌握语法，在引导学习中增强自主学习能力。
英语（六年级下册）
Unit 3 A healthy diet
Fun time & Culture time
苏州工业园区金鸡湖学校 顾琰珏
Teaching contents 教学内容
Fun time & Culture time
Teaching aims and learning objectives 教学目标
1. 学生能够使用句型“What do you have for …?” “… have/eat a lot of/some/a few/a little …”“… has/eats a lot of/some/a few/a little …”来询问和回答饮食情况。
2. 学生能够在情境中正确区分并运用词组：a lot of、some、a few和a little。
3. 学生能够就健康饮食这个话题做调查，并能够给出一定的建议。
4. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 学生能够使用句型“What do you have for …?” “… have/eat a lot of/some/a few/a little …”“… has/eats a lot of/some/a few/a little …”来询问和回答饮食情况。
2. 学生能够就健康饮食这个话题做调查，并能够给出一定的建议。
3. 了解中西方不同的早餐饮食文化，并能用英语做简单介绍。
教学难点：
学生能够就健康饮食这个话题做调查，并能够给出一定的建议。
Teaching procedures 教学过程
Step 1 Warm-up
1. Free talk
T: What time did you get up this morning?/Did you have breakfast on time? What did you have?
S: …
2. Let’s play
T: Let’s play a game. Pay attention to “a few” and “a little”.
【设计意图：通过师生自由谈话和游戏复习a few和a little的用法。】
Step 2 Presentation
1. Let’s talk
T: Look! She’s my friend Mary. Do you want to know her diet? You can ask her.
S1: What do you have for breakfast?
S2: What about your lunch and dinner?
(PPT呈现Mary三餐内容)
T: What do you think of Mary’s diet?
S: I think Mary has a/an … diet.
【设计意图：把Fun time中的Mary设定为教师的朋友，使教学内容更加贴合生活，Mary的信息随着师生对话的深入逐步呈现，尽量给学生思考的空间。】
2. Let’s try
T: OK. Can you introduce Mary’s diet according to this form?
S: Mary has … for breakfast. She has … for lunch and dinner. Mary has a … diet.
【设计意图：以第三人称单数转述时及时添上了句子Mary has a … diet，也是尽早呈现评价别人饮食是否健康这一本课重点。】
3. Ask and answer
T: Just now, we talked about Mary’s diet, what about yours? Please ask and answer in pairs.
S1: What do you have for breakfast?
S2: I have …
S1: What about lunch and dinner?
S2: For lunch and dinner, I have …
T: It’s your time now. Which pair wants to try? The other students should listen carefully because I will ask some questions about their dialogues.
T: What does … have for breakfast? What does XXX have for lunch? What does … have for dinner?
【设计意图：在学生对话汇报时加入教师随时提问的环节，既提醒学生时刻注意听别人的对话，又适时操练第三人称单数的转述，为后面第三人称转述的汇报做铺垫。】
4. Do a survey
T: Now please do a survey in groups of four. First, you should ask and answer with these questions. Then, write down the information on page 30. Finally, please give us a report.
【设计意图：从两人一组变四人一组，增加学生语言的输出与输入。】
5. Let’s discuss
T: Please discuss in groups, you can use “I think, you should/shouldn’t” to give suggestions or you can debate in groups.
(在小组讨论中学生面对面给对方建议)
6. Let’s report
T: OK. It’s time to introduce your friends' diet?
S: My friend is … He/She has … for breakfast. For lunch and dinner, he/she has … I think his/her diet is … (多请几组进行汇报)
Step 3 Culture time
1. Let’s think
T: People from different countries have different diets. In China, what do we usually eat for meals? What about the Western people? (同桌思考并讨论)
【设计意图：通过同桌讨论，碰撞与激发学生思维，思考中西方饮食的不同。】
2. Do you know?
T: OK. What are the differences between Chinese and Western food culture?
S: …
T: All right. Now let’s know some differences between Chinese and Western food culture. (教学：Western food culture)
T: For example, Chinese people like drinking tea, but Western people like drinking coffee. What about you?
S: I like drinking …
T: Yes, and nowadays more and more Chinese people like drinking coffee, and Chinese tea is also very popular in Western countries.
T: It is a tradition to use chopsticks in China. How about in Western countries? Do they use chopsticks?
S: No, they don’t.
T: Right. Western people prefer to use knives and forks.
T: Chinese choose to eat rice and noodles and Western people choose to eat beefsteak, bread and salad. (教学：beefsteak、salad)
T: How about breakfast? Please discuss in pairs.
S: …
T: Chinese people often have some porridge and steamed buns for breakfast.
(教学：porridge、steamed buns)
T: Western people often have cereal, bread, eggs and sausages for breakfast.
(教学：cereal、sausages)
【设计意图：通过师生、生生交流，反馈学生讨论结果，并结合图片，从餐具、饮食等方面区分中西方饮食及习惯上的差异，涉及到中西方的食物类单词学生只需要会读、会说、知道词义即可。】
Step 4 Consolidation
1. Let’s talk!
T: How can we be healthy? Let’s discuss in pairs!
(学生分组讨论怎样才能保持健康，然后汇报)
2. Work in groups and write some tips on keeping healthy.
Homework 家庭作业
1. 完成本单元补充习题Part A、B&D。
2. 了解和收集更多中西方特色饮食的英文名称。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件。
板书设计：
Unit 3 A healthy diet
Chinese people: porridge, steamed buns
Western people: cereal, bread and sausages
说课
本课的主要活动是学生的对话、阐述、汇报与建议。为了让学生在最后的汇报中能拥有合理和丰富的语言材料，本节课的每个活动都围绕着让学生积累语言材料。从复习到教师给出示范介绍Mary，再到让学生介绍朋友的饮食情况，再到最后成篇的介绍，循序渐进，符合学生认知规律。
由于本节课主要是让学生更多地进行语言的输出，所以教师在课堂上要为课堂情境的串联起推进作用，也要在课堂教学中多注意对学生回答的引导与鼓励。在Fun time和Culture time的教学中，因为已有前两个课时的积累，所以一定要注重学生的语言输出，多使用小组讨论、问题导入、归类操练等形式组织课堂教学，并且在Culture time板块的学习中注重学生思维能力的培养与信息的共享，帮助学生树立整理与收集资料的意识和习惯。
英语（六年级下册）
Unit 3 A healthy diet
Sound time & Cartoon time
苏州工业园区金鸡湖学校 顾琰珏
Teaching contents 教学内容
Sound time & Cartoon time
Teaching aims and learning objectives 教学目标
1. 能知道字母组合ou在单词中的发音，并能说出其他ou发相同发音的单词。
2. 能流利地且语音语调正确地诵读Sound time中的歌谣。
3. 正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能知道字母组合ou在单词中的发音，并能说出其他ou含相同发音的单词。
2. 能流利地且语音语调正确地诵读Sound time中的歌谣。
3. 正确理解、朗读Cartoon time中的故事，能读懂其中的趣味之处，能通过小组合作表演故事。
教学难点：
能说出其他ou含相同发音的单词，并能用这些单词造句。
Teaching procedures 教学过程
Step 1 Warm-up
1. Enjoy a song
T: Let’s enjoy the song about food.
2. Brainstorming
T: In China, what do we usually eat for meals? What about Western people? Please discuss in groups. (学生小组讨论，并进行brainstorming)
【设计意图：热身环节，通过演唱歌曲活跃课堂氛围，通过小组讨论头脑风暴的形式，讨论中西方饮食的不同。】
Step 2 Presentation
1. Ask and answer
T: Well done! All of us know some differences between Chinese food and Western food.
S: …
T: What do you usually have for breakfast/lunch/dinner?
S: …
T: Who cooks food for you?
T: Look! A woman is in the kitchen. Who is she?
S: She’s Mrs Li. (课件上显示女士的身份)
T: What is she going to do?
S: Maybe she’s going to cook breakfast.
T: What is she doing now?
S: She’s shouting.
T: How is she now?
S: She’s afraid.
T: What does she say?
S: Get out, get out.
T: Why does she shout that?
S: Because there’s a mouse in her house.
【设计意图：通过师生对话的方式逐步引出Sound time的内容，教师和学生间的对话可以根据素材增加回合，同时教师引导学生观察图片，发挥想象，增加学生的语言输出量。】
2. Sound time
T: Now, let’s watch and read after it. (学生观看动画后跟读)
T: Look at these words. What can you find?
S: OU.
T: Look at “ou” here. What do they pronounce?
S: /au/.
T: Great! Follow me /au/. Can you say some other words?
S: about, mouth, …
T: Can you read these new words?
S: South, mountain …
T: Good! Can you make sentences by using these words?
(学生试用这些单词造句)
【设计意图：教学语音板块时要注意培养学生的语感，既要注意单个音的发音练习，更要注意在情境和和句子当中感知语音。】
Step 3 Cartoon time
1. Listen and answer
T: Does Mrs Li like the mouse?
S: No, she doesn’t.
T: But we have a mouse friend. Who’s he?
S: Bobby.
T: Who’s Bobby’s good friend?
S: Sam.
T: Is Sam free now? Where’s he? Let’s listen and answer the questions.
(学生听Cartoon time 的课文，并回答文中问题)
T: Where are Sam and his mum now?
S: They are in the supermarket.
T: Why do they go there?
S: Because there is not much food in the fridge.
T: “Food” is an uncountable noun, so we use “much” here. So they have to go to the supermarket. What does “have to” mean?
S: It means “must”.
2. Watch and answer
T: Now, let’s watch and write down the answers.
T: What do they buy?
S: Cola, rice and fish. (教学单词：cola，要注意和coal区分)
T: Good. How much cola do they buy?
S: A small bottle.
T: Great. They take a small bottle. “A small bottle” means “a little” cola. Can Sam drink too much cola?
S: No.
T: Right. Drinking too much cola is unhealthy.
【设计意图：通过听录音回答问题的方式解决Cartoon time的主干问题，并随着所给问题的深入与丰富，逐步解决故事中的较难知识点，随之抛出更细化的问题并转换任务形式，让学生理解课文主要内容。】
3. Listen and imitate
T: Now, let’s listen and imitate. Pay attention to your pronunciation and intonation. (学生模仿跟读)
4. Let’s discuss
T: They buy so many things. Is Sam happy at last?
S: No.
T: Why?
S: Because Sam cannot hold onto the fish and it fell into the river.
5. Let’s act
(学生分角色表演课文，可以根据需要添加角色或者内容)
【设计意图：Cartoon time是学生比较喜欢的内容，故事的朗读与演绎是这一板块的重点，可以通过模仿朗读、分小组不同形式朗读、分角色演绎等形式来激发学生的兴趣。】
Step 3 Consolidation
1. Discuss in pairs
T: What do you think of the diet of Sam’s family? Why do you think so? (小组讨论)
Finish the exercise.
一、选词填空。
1. She likes___________ (eat) fish.
2. There isn’t ___________ (many) food in the fridge.
3. I ________ (have) go to the supermarket.
4. Do you ________ (want) come with me?
5. Sam sees a lot of ________ (juice) in the bottle.
6. Now they have some ______ (mango) at home.
7. Mike _________ (have) some bread and milk for breakfast.
8. Does Mike _________ (have) a healthy diet?
9. He only _________(drink) a little water every day.
10. Do you have a ________ (health) diet?
二、按要求完成下列各句。
1. He usually has much rice for lunch. (改为否定句)
He ________ usually ________ lunch rice for lunch.
2. Tim eats a lot of sweets every day. (对划线部分提问)
________ does Tim ________ every day?
3. Liu Tao has a few apples every week. (对划线部分提问)
________ ________ apples does Liu Tao have every week?
4. Su Yang has a healthy diet. (改为一般疑问句)
________ Su Yang ________ a healthy diet?
5. Mike has some bread for lunch. (改为一般疑问句)
_______ Mike _______ ______ bread for lunch?
6. I have some noodles for breakfast. (对划线部分提问)
_________ _________ you for breakfast?
【设计意图：在巩固环节设计一些和本单元重难点内容相契合的课堂练习，巩固学生所学。】
Homework 家庭作业
1. 读、背、表演Cartoon time。
2. 归纳更多含有/au/发音的单词。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件。
板书设计：
Unit 3 A healthy diet
ou /au/ about house mouth out shout
have to must
a small bottle of cola a little cola
说课
语音板块要给予学生充分的自学空间，通过朗读和比较发现字母组合ou在单词中的发音，同时结合旧知、复现相同音素的单词，并尝试用这些单词进行造句。如果有条件，老师还可以提供一些自然拼读的绘本，激发学生的学习兴趣，更好地掌握发音规律，并运用规律读出新词。Cartoon time板块语言点的用法等不是重点，而故事的模仿朗读与表演学生非常感兴趣。在教学中注意相关的指导，让学生有充分的机会展示自己。也需注意让学生充分发挥想象，对故事进行一定的续编或拓展，或者可以做一些小组的讨论，充分锻炼学生思维能力和语言能力。
英语（六年级下册）
Unit 3 A healthy diet
Checkout time & Ticking time
苏州工业园区金鸡湖学校 顾琰珏
Teaching contents 教学内容
Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 能够按要求掌握本单元单词、句型和日常用语。
2. 复习并熟练运用Is/Are there …?的句型，并能在这一句型中再一次准确运用a lot of, some, a few, a little。
3. 能对照Ticking time 的三个目标进行客观的自我评价。
4. 能熟练运用所学知识介绍自己的饮食和健康的饮食。
5. 能在笔头练习中准确使用there be …的结构。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 复习并熟练运用Is/Are there …?的句型，并能在这一句型中再一次准确运用a lot of, some, a few, a little。
2. 能熟练运用所学知识介绍自己的饮食和健康的饮食。
3. 能在笔头练习中准确使用there be …的结构。
教学难点：
能在笔头练习中准确使用there be …的结构。
Teaching procedures 教学过程
Step 1 Warm-up
1. Greetings
2. Let’s talk
T: How is Mike’s diet? How is Yang Ling’s diet?
(通过让学生讨论Mike和杨玲的饮食来复习Story time的课文内容)
【设计意图：热身环节，通过小组讨论的方式复习本单元Story time的主要内容。】
Step 2 Presentation
1. Let’s discuss
T: Wang Bing has a good friend. He’s Billy. Look, they’re coming.
2. Read and discuss
T: Here’s a passage about Billy. Please read it in pairs, then discuss.
(同桌之间自由读，并对Billy的饮食做讨论)
T: Is Billy’s diet healthy? Why?
S: No, his diet is unhealthy.
T: Can you give some suggestions to him? (同桌讨论后给出回答)
S: To keep healthy, you should eat/drink a lot of/ some/ a few/ a little …
You shouldn’t eat/drink too much/too many …
T: We hope Billy can change his diet.
T: How about Wang Bing’s? Let’s fill in the blanks and see Wang Bing’s diet.
(学生根据首字母填空，完成王兵的饮食情况并讨论)
【设计意图：在第五课时中对学生能力的要求要比前几课时更高，所以设计了阅读和根据首字母填空的活动，培养学生的综合语言运用能力。】
T: What do you think of his diet? Why?
S: I think …
3. Ask and answer
T: Yes. Wang Bing has a healthy diet and his family want to cook a big dinner. Let’s go and see.
T: They buy a lot of things. What do they buy? Can you guess?
S: Is/Are there …?
(学生用there be …结构的一般疑问句来猜，并要求他们用上a lot of/some/a few/a little)
T: Great. Let’s go and see the food they buy.
(让学生用there is、there are的句型分类将这些食物说一说，最后将这些食物组成一个金字塔)
4. Look and say
T: Let’s do some exercise! (PPT呈现一些there be句型的练习)
T: OK. Let’s try to describe the food pyramid in pairs.
【设计意图：这里复习了There be句型的用法，此处是学生易错的部分，be动词需要和后面的量词联系在一起进行分析。增加一些实例让学生更清楚并准确运用be动词。】
Step 3 Practice
1. Finish Look and write on page 35
2. Let’s design
T: Now, we know a lot about healthy diet. Can you design a healthy diet for Billy?
S: Yes!
T: OK. First, please introduce your healthy diet to Billy.
(让学生说一说他们的健康饮食)
T: OK, very good. Now please write down Billy’s diet.
(出示Tips：恰当地使用a lot of, some, a little, a few)
Step 4 Consolidation
1. Ticking time
T: Look at today’s learning aims. How many starts can you get?
(学生在小组间进行讨论并完成自评)
2. Exercise
1. She likes___________ (eat) fish.
2. There isn’t ___________ (many) food in the fridge.
3. I ________ (have) go to the supermarket.
4. Do you ________ (want) come with me?
5. Sam sees a lot of ________ (juice) in the bottle.
6. Now they have some ______ (mango) at home.
7. Mike _________ (have) some bread and milk for breakfast.
8. Does Mike _________ (have) a healthy diet?
9. He only _________ (drink) a little water every day.
10. Do you have a ________ (health) diet.
【设计意图：在巩固环节设计一些和本单元重难点内容相契合的课堂练习，巩固学生所学。】
Homework 家庭作业
1. 完成补充习题 D&E。
2. 以Billy’s diet为题，写一篇小短文，可以对照Billy以前的饮食和建议的饮食。
Teaching aids 教学准备（含板书设计）
教学准备：图字卡、教学课件。
板书设计：
Unit 3 A healthy diet
Is/Are there …? Yes, there is./No, there isn’t.
Yes, there are./No, there aren’t.
说课
本课是本单元的最后一课时，为了避免话题和前几个单元的重复，教师通过一系列的任务设计，既活跃了课堂气氛，又达到了复习效果。如对Billy和Mike的饮食环节的处理，不仅考验了学生的知识水平，还考验了他们对本单元知识的综合运用能力。通过鼓励学生通过总结自己的饮食习惯，发现自己饮食当中的健康与不健康之处，从而更有指向性地给别人合理的饮食建议。
英语（六年级下册）
Unit 4 Road safety
Story time
苏州工业园区星港学校 纪玮
Teaching contents 教学内容
Story time
Teaching aims and learning objectives 教学目标
1. 在情景中整体理解Story time的内容。
2. 在Story time的学习过程中掌握有关道路交通方面的新词road, light, zebra crossing, pavement, look out for, easily, rules, follow，体会情态动词must及其否定must not的用法。
3. 能简单区分形容词safe、名词safety及副词safely的不同。
4. 能用正确的语音语调朗读Story time。
5. 能理解道路安全知识，尝试用英语说说道路交通规则并能牢记过马路的交通规则，树立安全意识。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 能理解道路安全知识，尝试用英语说说道路交通规则。
2. 在Story time的学习过程中掌握有关道路交通方面的新词road, light, zebra crossing, pavement, look out for, easily, rules, follow, must, safety, safely。
教学难点：
1. 体会情态动词must及其否定must not的用法，并能简单区分形容词safe、名词safety及副词safely的不同。
2. 能牢记过马路的交通规则，树立安全意识。
Teaching procedures 教学过程
Step 1 Pre-reading
Teach: road, safe, safety, safely, cross, rules
1. Enjoy a song: The wheels on the bus.
2. Free talk
T: How do you go to school? How does your mother/father go to work?
S: On foot or by bike/bus/car
T: (总结) Every day, we walk or drive on the road.
Let’s think and judge these actions are right or not.
(呈现图片，学生觉得正确的就大声说“safe safe!”，看到不正确的行为就大声说“Look out!”；教授safe, look out)
【设计意图：通过歌曲引出话题，跟学生讨论如何上学等关于交通的话题，接着用一个快速反应游戏，让学生来说一说，即为下面的话题做铺垫，又让学生对交通规则有一定了解。】
3. T: To keep safe, we must follow some rules.
(教rule，领读并理解意思)
Lead-in:
T: (揭题) Today we are going to talk about “Road safety”.
There are many busy roads in the cities. How can we cross the roads safely?
First we need to know what’s on the road.
(PPT呈现道路，教生词：traffic lights, green man, red man, zebra crossing, pavement)
4. T: Do you know any rules?
(让学生表达自己已有的生活经验，了解学生的语言基础)
S: (学生自由说说交通规则，eg: We must look at the traffic lights.)
(大多数学生都会说“红灯停绿灯行”)
5. Let’s chant:
Traffic lights, red, yellow, and green.
Red man, red man, stop, stop, stop.
Yellow man, yellow man, wait, wait, wait.
Green man, green man, go, go, go.
T: So what’s the rule about traffic lights?
We must look at the traffic lights and wait for the green man.
Step 2 While-reading (Story time)
1. T: what are the other rules?
Let’s look at the pictures and match.
(学生看图，将图片和相应句子配对)
【设计意图：课本90页的learning tips里提示道：本课中和交通规则有关的图片都有固定含义。根据图片提供的信息理解课文是一种有效的学习方法。因此在这个环节直接出示文中的图片，帮助学生理解，并很自然地将文章分成了三个段落，为接下来课文的处理做好了铺垫。】
2. 学习课文第一部分
T: How can we cross the roads safely? Let’s learn from the story time.
(1) Read freely
(2) Try to answer with “first …, then …”
(学生自读完之后用自己的语言归纳)
(3) Try to retell Passage 1
(用警察的口吻，引导学生复述)
(4) Read and act
(先模仿警察的口吻朗读，接着去掉字幕，学生再次模仿警察的话)
(5) Let’s imitate
(跟读第一段，模仿语音语调)
T: Do you remember? 根据PPT提示复述第一段内容
3. 学习课文第二部分
T: Good job! We now know to cross the road safely when there is a zebra crossing.
But how to cross the road safely when there is no zebra crossing?
(自读课文第二部分，并圈出关键词)
Read freely. And try to get the main information.
Judge: (1) You can wait on the motorway and look out for cars and bikes.
(教师在学生判断和修改的过程中教生词pavement；要求学生在句型中的理解look out并选出正确的图片)
(2) You must first look right, then left, and then right again.
(通过这句的判断，帮助学生理解并且记住正确的过斑马线的方式)
(3) It’s safer to cross the road with other people.
4. 看图讨论，学习课文第三部分，并完成课文缺失部分
(呈现课文第三部分的两张插图，加上一幅奔跑穿过马路的同学)
T: What can you see in the pictures?
S: Some boys are playing football by the road. A boy is skating/running on the road.
T: Is it safe? Why?
S: No. Because there are many cars and bikes on the road.
T: So what rules do you know?
S: We must not run or play on the road.
T: We must follow the rules and stay safe on the road!
(T用提问的方式引导学生根据图片补充第三段的课文)
5. 整理理解、巩固
(1) Watch and repeat
(2) Reading the text
(3) Think and write (书上P38)
【设计意图：课文部分的处理借鉴了语文课堂常见的“总分总”的方式。先引出整个课题，再将文章根据不同的段落大意分成三个部分，带着不同的任务来阅读理解消化三个部分的内容，帮助学生将课文的内容清晰化，为接下来学生的复述做了很好的铺垫。】
Step 3 Post-reading
1. T: Today we have learnt some rules about road safety.
Let’s sum up. (板书并附上图片)
Rule 1: Look for a zebra crossing, …
Rule 2: Wait on the pavement, …
Rule 3: Don’t run or play on the road.
(Learning tip: The pictures can help you cross the road safely.)
Step 4 Consolidation
1. Look and say. (书上P38 )
T: What must you do to cross the road safely?
S: We must …
T: What must you not do on the road?
S: We mustn’t …
2. T: Boys and girls, never forget the rules about safety.
Safety is as simple as ABC—Always Be Careful.
Homework 家庭作业
1. Read the story correctly and freely. (必做题)
2. Write down some traffic rules. (选做题)
3. Make a play: On the road. (选做题)
【设计意图：学生的能力各不相同，布置作业时需考虑到不同层次学生的需求，必做题可以保证吸收能力较慢的学生进行力所能及的巩固练习，而选做题则为学有余力的学生提供了更多的提升空间，建议教师在选做作业上多多激励。】
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 4 Road Safety
Rule1：We must look for a and look at the .
Rule 2：We can wait on the and look out for cars and bikes.
We can also cross the road with .
Rule 3：We must not or on the road.
说课
本课设计的最大特点是向语文课堂取经，在较长语篇的处理上，采用先引导学生提炼课文主题，再按段落大意分成几个部分，在不破坏段落意群的基础上理解和处理单词句型。这样做能够在帮助学生理解整个语篇的同时，让学生“词不离句，句不离群”地理解和掌握重难点。最后用总结的方式用几幅图引导学生理解记忆课文，实现了整篇文章的“总——分——总”的学习过程。
特别分享
关注学生对课文的整体感知和细节信息的获取。
关注学生的过程性体验。
关注学生思维能力的培养。
多样化评价方式以及分层作业布置。
英语（六年级下册）
Unit 4 Road safety
Grammar time & Fun time
苏州工业园区星港学校 纪玮
Teaching contents 教学内容
Grammar time& Fun time
Teaching aims and learning objectives 教学目标
1. 能对Story time进行自主复习，并认识更多交通标志，掌握安全知识，做遵守交通规则的社会公民。
2. 能理解并运用情态动词must及其否定must not (mustn’t)的用法，复习已学过的情态动词can/should及否定用法。
3. 能使用更多关于规则和规定的表达法，如Please …/Don’t …
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
认识更多交通标志，掌握安全知识，做遵守交通规则的社会公民。
教学难点：
能理解并运用情态动词must及其否定must not (mustn’t)的用法，复习已学过的情态动词can/should及否定用法。
Teaching procedures 教学过程
Step 1 Revision
1. Free talk
Talk about some signs on the road.
Traffic lights: Green means go. Red means stop.
(左转弯标志/停车) It means you can turn left/park here.
(禁止左转弯/停车标志) Can you turn left/park here? You mustn’t turn left/park here.
2. Review Story time
T: What have we learned in last lesson?
S: In last lesson, we have learned some rules.
T: What are the rules? How can we cross the roads safely?
(用图片复习巩固Story time，强化Learning tip)
S: Rule 1—First, we must look for the zebra crossing, and then we must look at the traffic lights.
T: Sometimes we cannot find a zebra crossing. How can we cross the road then?
S: Rule 2—We can wait on the pavement and look out for the cars and bikes.
We must look left, then right and then left again.
We can also cross the road with other people.
T: What must you not do on the road?
S: We mustn’t play or run on the road. It’s not safe.
Step 2 Grammar time
1. PPT 展示Q: How can we cross the road safely?
What must you not do on the road?
(学生根据Story time中的内容进行自由回答，PPT 展示答句)
Rule 1: First, we must look for the zebra crossing, then we must look at the traffic lights and wait for the green man.
Rule 2: We can wait on the pavement and we can cross the road with other people.
Rule 3: We mustn’t play or run on the road.
2. 自主发现语法规律
T: Look at these rules. How can we talk about the rules? (What words do we usually use in the sentences?)
S: We usually use “can/must do …” or “can’t/mustn’t do …”.
We also can use “should” or “shouldn’t do …”.
T: After these words, we use “do” or “doing”?
S: We use “do”.
3. 运用语法规律
T: Can you name some rules?
S: We can/should/must …
We can’t/shouldn’t/mustn’t … (park/turn left/play/run …)
4. 总结语法规律
描述规则和规定有以下三种句式：can/should/must加动词原形
名词、名词短语
祈使句Don’t …
【设计意图：新教材的语法处理，通常建议放在第二课时。学生通过第一课时Story time的学习之后，对语言有了一定的了解，这个时候教师可以将句型整理归类，引导学生总结出语法规律。这样效果比直接教授语法知识要好。学生通过自己的疏通理解后总结出规律，对知识点的掌握会更加得心应手。】
Step 3 Fun time
1. The policeman knows a lot about the rules on the road.
Let’s play a game about the rules on the road.
2. 游戏规则 (Explain the game)
将学生分成五人一小组，仿照Fun time范例，开展“红绿灯”游戏问答，一人演交警，提出问题，指定某人回答，其他人给予反馈。
3. 示范游戏 (Make a model)
S1: Red man, stop. Green man, go! What must you do on the road?
S2: I must look out for cars. (可有其他回答)
S3: Right.
S1: What must you do on the road?
S4: I must run quickly on the road. (可有其他回答)
S5: No, you mustn’t run quickly on the road!
…
4. 小组游戏 (Play the game in groups.)
【设计意图：关于课本Fun time这个游戏关节的设计，有的老师会先通过“Red man, stop.”和“Green man, go.”这两个指令让学生做出快速反应，快速反应中输了的学生来进行提问，或者被要求回答“警察”的问题，形式可以多样化，教师可以根据自己的理解和班级特点来组织课堂教学。】
Step 4 Consolidation
1. Practice
(1) Sam, Bobby and Tina want to visit Beijing.
There are many interesting places in Beijing: BRT and many parks
Their schedule (日程表) is in the form.
In the morning
The shopping center (Tina)
The Tian An Men Square (Sam and Bobby)
At lunchtime
Restaurant (Sam, Bobby and Tina)
In the afternoon
The cinema (Sam, Bobby and Tina)
(2) Ask and answer
Can you tell Bobby and Tina what rules they must follow in different places?
Model:
T: What must Tina do in the library?
S: She must keep quiet.
T: What must she not do in the library?
S: She must not eat or drink.
(Work in pairs)
(3) Group work
Rule：将学生分成五人一组，仿照Fun time范例，三人分别演Sam、Bobby及Tina提出问题，由另外两人演小导游替他们解决问题。
Model:
S1&S2: Welcome to Beijing
S3, 4, 5: Thank you!
S3: What must I do at the shopping center?
S1: You must put the rubbish in the bin.
S4: What must I do at in the Tian’anmen Square?
S2: You must be careful.
S5: What must we do in the cinema?
S1&S2: You must keep quiet.
(Work in groups)
2. T: Boys and girls, there are lots of different rules around us.
PPT 呈现
3. Summary
(1) Different places, different rules
T: We must follow different rules in different places. You know so many rules in the public places and you should follow these rules too.
【设计意图：通过前面Story time的复习和语法知识的输入，给学生一个话题进行语言的输出，给他们提供北京的一些地方，让学生来小组讨论在这些不同的场合，有哪些规则需要遵守。在讨论的同时给学生语言对话的模板，但也鼓励学生用更多的语言表述。学生在讨论时能够进行信息沟的互相补充，在相应对话模式的引导下可以进行有序的对话沟通，从而实现交际用语的有效输出。】
Homework 家庭作业
1. Look for more rules in public places. (一星题)
2. Write down the rules, the more the better. (两星题)
【设计意图：学生的能力各不相同，用打星的方式激励学生来挑战略有难度的题目。对于这类的练习，老师在设计时要注意来源于课本，而要求稍微高于课本，是学生够一够就能摘到“苹果”，让学生在学习中体会付出有所得的快乐。】
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 4 Road Safety
can/should/must + do
Danger/Be careful
Don’t …
Different places, different rules.
说课
首先通过对Story time的复习，引出本课中的重点语法must/mustn’t的用法，让学生自己总结出语法规律。接着用一个短文填空来巩固学生对语法知识的理解，教师通过检查答案了解学生的掌握程度，在课堂上可以及时调整。然后用课本上Fun time的一个游戏，让学生在紧张又愉快的环境中进行语法相关句型的操练。在课堂的后段时间，用邀请文中的动画人物来北京，分别给出几个场景，让学生分组进行对话讨论，实现了整个课堂学生知识的“输出——输入——输出”的过程。
特别分享
关注学生对语法规律知识的自我总结。
关注学生的小组合作能力的培养。
关注学生思维能力的培养。
多样化的评价方式以及分层作业的布置。
英语（六年级下册）
Unit 4 Road safety
Sound time, Culture time & Cartoon time
苏州工业园区星港学校 纪玮
Teaching contents 教学内容
Sound time, Culture time & Cartoon time
Teaching aims and learning objectives 教学目标
1. 了解、会读句子重音。
2. 了解中国和英国交通规则的不同。.
3. 能理解、正确朗读Cartoon time并能生动表演。
4. 能描述行人和司机必须遵守的交通规则。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 知道如何读句子重音。
2. 了解中国和英国交通规则的不同。
3. 能生动表演Cartoon time。
4. 能描述行人和司机必须遵守的交通规则。
教学难点：
能用英语流利地表达道路规则，并从中获得安全意识。
Teaching procedures 教学过程
Step 1 Warm-up
1. Listen to the Traffic Light Song
2. Free talk
(1) Introduce: favorite colour, animals, books
(2) T: I like reading books. Sometimes I read books on the road.
T tells the Ss not to imitate. We must follow the traffic signs and obey the rules.
(3) Talk about some traffic signs
(4) Guess three traffic signs
(5) Sing a song
(6) T: Boys and girls, let’s have a comptetion.
(男生女生分组PK，说得最多的那组获胜)
用句型 We must …
on the road/at school.
We mustn’t …
We can …
in the park/on the bus
We can’t …
【设计意图：由Free talk引到老师的兴趣爱好，因为喜欢看书，曾经在马路上边走边看书，让孩子们不要模仿，要准守交通规则。接着复习交通规则的图片，这样既能拉近学生和老师的距离，让对话变得有趣有意义，又能很好地引导学生复习交规的内容。】
Step 2 Sound time
1. Talk about green man and red man.
2. Listen to the record and try to understand what the stress is.
3. Show a tip to the Ss.
4. Read Sound time with stress clearly.
5. Practise in fours. (四人小组进行朗读，注意节奏感和重音，请学生表演朗读)
【设计意图：重音是英语朗读中一个重要的环节，让学生体会重音，并尝试朗读，在这过程中给学生总结出tip。这样做能够让学生迅速掌握重音，帮助他们化繁为简，引导他们充满信心地进行朗读。】
Step 3 Culture time
1. T: Look! These are Bobby and his sister. They are playing football on the road. Do they obey the rules? Let’s discus what he must/mustn’t do. Please share your opinions and advice.
2. Summary: How to cross the road safely with traffic lights?
How to cross the road safely with no traffic lights?
Let the students to summarize.
3. T: Boys and girls, sometimes rules are different in different countries.
4. Discus why they are different and learn Culture time.
5. Ss fill in the blanks then chant together.
【设计意图：Culture time在这课的主题中显得特别有意义。让学生了解不同的国家规则也各不相同，在掌握英语的同时也开阔了眼界，了解别的国家的人文背景，接着让学生填一填空，复习过后再进行chant，锻炼了口语，加深了印象，学生也会比较感兴趣。】
Step 4 Cartoon time
1. Show pictures to the Ss, Let them try to ask some questions.
2. Watch the story and judge.
3. Read the story and find the answer.
The bus stops again. What is happening?
4. Read the story after the record.
5. Act the story in groups.
You can choose a way:
(1) read together; (2) read & act in roles; (3) recite & act in roles
Step 5 Giving advice
1. No matter you are a pedestrian or a driver. You must always follow the traffic signs and obey the rules.
2. Group work
Advice for walking people (给行人的建议)
If you are a pedestrian (行人), how can you cross the road safely?
We must _________________________________________.
We mustn’t _______________________________________.
We _____________________________________________.
Advice for drivers (给驾驶员的建议)
If you are a driver, what must you do and what mustn’t you do?
At the red light, we must ____________________________.
The road is very busy, we mustn’t ______________________.
We _____________________________________________.
Homework 家庭作业
1. Read Sound time, Culture time and Cartoon time 5 times. Try to retell Cartoon time. (必做题)
2. Talk about what rules we must obey at school with your partners. (选做题)
3. Find out more different or interesting rules in other countries and share with us. (选做题)
【设计意图：学生的能力各不相同，用“选做”激励学生来挑战略有难度的题目，而对于这类练习，老师在设计时要注意来源于课本，要求稍微高于课本，是学生够一够就能摘到“苹果”，让学生在学习中体会付出所得到的快乐。】
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 4 Road safety
We/He must/mustn’t...
We/He can/can’t...
说课
本课时主要是围绕road rules这个主题展开讨论，引出Sound time，让学生在朗读中体会和感知轻重音。接着由动画中的两个人物引出Culture time。学生先指出两个动画人物在道路上不文明的行为，操练句型。接着教师引导学生思考，在不同的国家实际规则也会不尽相同，由此开阔学生的眼界。然后再根据图片引出卡通，提出问题，让学生带着问题观看动画，帮助学生理解。表演完动画后趁热打铁，让学生尝试写一写，制定一些规则，实现了从语音到句子，再从句子到段落的提升。
特别分享
关注学生对轻重音的自我感知。
关注学生小组合作能力的培养。
关注学生段落作文书写的培养。
多样化的评价方式以及分层作业布置。
英语（六年级下册）
Unit 4 Road safety
Checkout time & Ticking time
苏州工业园区星港学校 纪玮
Teaching contents 教学内容
Checkout time & Ticking time
Teaching aims and learning objectives 教学目标
1. 准确运用句型We must/mustn’t谈论交通安全。
2. 能结合语境，准确运用must, mustn’t, can, can’t。
3. 准确运用含有must/mustn’t的句型，谈论班级规则，并尝试写一写，制作海报。
4. 进一步强化规则意识，做一个懂规则、守规则的人。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 准确运用含有must/mustn’t的句型，谈论班级规则，并尝试写一写，制作海报。
2. 能结合语境，准确运用must, mustn’t, can, can’t。
教学难点：
含有must/mustn’t的句型的准确表达及正确运用。
Teaching procedures 教学过程
Step 1 Lead-in
1. Greetings: Date/Weather.
2. Revise the story in Cartoon time
T: Yesterday Bobby and Tina went to see their aunt. They took a bus. But the bus stopped twice. Why?
3. PK time.
T: Let’s talk about the rules on the road and at home.
Boys use the sentence: We must …
Girls use the sentence: We mustn’t …
【设计意图：由复习卡通来引出道路安全的对话主题，让学生进行PK赛，快速地运用句型来操练，帮助学生复习巩固语法。】
Step 2 Presentation
Read and underline.
1. T: What rules do they need to observe? Please read and circle.
2. Check the answers.
Picture 1:
T: The first picture, which pair wants to try?
S1: Can I watch TV?
S2: No, you can’t. You must go to bed.
T: Can you watch TV every day?
S: No, we can’t. We can watch TV at weekends.
3. Discuss the differences between must and can.
(“must”表示说话人“不许”和“禁止”某人做某事，有很强的劝告语气；“can”表示有能力或有权利做某事)
【设计意图：must和can在使用中有相同之处。例如后面都跟动词原形，但是在意思上还是有区别的。教师用简洁明了的句子帮助学生区分，避免混淆。】
Step 3 Writing
T: When we’re at home, we should follow some rules. When we go to school, in order to keep safe on the road, we should follow the traffic rules. When we are at school, we should also follow the classroom rules, right?
1. Match and say.
(1) T: What are they doing?
S: They’re talking to each other.
T: What do you want to say to them?
S: You must keep quiet./You mustn’t talk to each other./You must listen to the teacher.
(2) T: How about other students? Which class rules are the students breaking? Write the numbers in the circles in pairs.
(3) Check and discussion.
2. Think and write.
(1) T: Liu Tao wants to make a poster about his classroom rules. Let’s help him.
Please complete the poster with “must” and “must not”.
S: Try to write down the answers.
(2) Check the answers.
S1: You mustn’t run in the classroom.
T: It’s easy to bump into someone (撞到别人).
(教师在学生回答的过程中，注意追问和拓展)
3. Talk and write.
(1) T: I think classroom rules are important for us. So let’s find out our class rules.
First, discuss in groups. Then, write down the rules on the paper. (每位学生写出一条自己觉得最重要的班规)
(2) Make a poster together.
Talk about the rules. Choose some of them and stick on the poster.
T: Show us your paper and read it loudly, please.
S1: We must/mustn’t …
T: Is this a good rule?
S1: Yes.
T: Who has the same idea?
…
(3) Let the Ss read their classroom rules together.
(4) Take an oath: This is our classroom rules. I will abide by them.
4. Talk about the rules in different places.
T: We have rules on the road and in the classroom. Where else do we have rules?
S: We have rules in the library/in the park …
(1) Read, think and match.
T: There’re ten rules. Where do we have them? Please think and match in pairs.
a. In the library b. In the classroom c. On the road d. In the park
(教师引导学生用句子描述，如：We mustn’t walk on the grass in the park.)
(2) Show the students some pictures about impolite behaviors.
T: When you are in public places, please follow the rules, and be a polite student. If you observe some impolite behaviors, do you have the courage to warn them? How to warn them? What to say?
Tips: When we give advice to others, we should pay attention to our tones.
(3) Make posters.
T: To keep our life more beautiful, we need rules. For example, the park rules, the bank rules, the hospital rules, the library rules, family rules and so on. Choose one and make a poster in your team.
【设计意图：语言的使用不仅仅在于简单地会说会表达，更应该给学生带来能力的提高，因此设计了班规的制定。每个学生参与进来，动脑筋来想一想，在班级里应该遵守哪些规则。通过这些规则的制定，锻炼了语言的同时，也潜移默化地对学生进行了文明礼仪的教育。】
Homework 家庭作业
1. 通过调查、观察等方式，进一步完善相关场所的规则。
2. 依据Ticking time，自主复习相关知识点。
Teaching aids 教学准备
教学准备：PPT课件、纸等。
说课
本课设计以句型的复习巩固以及运用为主，引导学生准确运用句型We must/mustn’t来谈论交通安全。通过句型的操练帮助学生区分must, mustn’t, can, can’t，并能结合语境，准确运用这些情态动词。最后让学生一起参与制定班规，谈论班级规则等，并尝试写一写，制作海报，进一步强化学生的规则意识，做一个懂规则、守规则的人。
特别分享
关注学生对语言的运用。
关注学生的小组合作能力。
关注学生制作海报的的培养。
培养学生做文明人、守规则、重约定。
英语（六年级下册）
Unit 4 Road safety
Checkout time & Ticking time
苏州工业园区星港学校 纪玮
Teaching contents 教学内容
Revision
Teaching aims and learning objectives 教学目标
1. 学生能够熟练复述背诵Story time部分课文。
2. 学生能够掌握区分情态动词can 和must的不同之处。
3. 学生能够熟练运用情态动词描述各个“安全”中的规则。
4. 培养学生的规则意识，树立“安全”意识。
Focus of the lesson and predicted area of difficulty 教学重点和难点
教学重点：
1. 情态动词的正确熟练运用。
2. 学生能够熟练运用情态动词进行对“rule”的表述，谈论“安全”问题。
教学难点：
1. 情态动词的正确熟练运用。
2. 能了解规则的重要性，建立安全意识。
Teaching procedures 教学过程
Step1 Warm-up
1. Watch a short video
Q: What are they talking about?
Q: What are the four steps?
【设计意图：课前给学生播放关于孩子安全规则的视频，引起学生的兴趣。通过两个问题引出课题，帮助学生巩固过马路的四个步骤stop、look、listen、think。】
Step2 Revision
1. 根据图片提示retell Story time
T: How can we cross the road safely? What must we not do on the road?
Step 3 Presentation and practice
1. T: (PPT呈现图片，提问) What is the girl doing? Is she right/safe?
2. T: (进一步引导) Where is the girl walking?
(Get one student to tell the kids what they must do or mustn’t do)
3. Find the rules
情态动词 + 动词原形
must：语气最强烈，表示命令或权威。
can：表示可能、允许和能力等。
【设计意图：学生对于图片的兴趣和理解观察力超越大多数成年人。因此在这个环节用一副图，引导学生组织语言来进行描述，指出不文明的行为，再进一步引导学生总结出情态动词的使用规律，并帮助学生区别must 和can。】
4. Checking time
(1) Students do the exercise about can and must.
(2) 学生说出答案，教师查漏补缺
(注意：有些题must和can都可以使用，引导学生来进一步思考，培养学生的思维能力)
(3) Modal Family
① Get students to list the other modal verbs that they have learned.
② Get them to make sentences with each modal verbs.
5. Read and try
T: Good! Look at this passage and help to fill in the blanks. (可PPT呈现)
Fire is useful. We use fire to do a lot of things. We use it to cook food every day. Fire ____ give us light and heat too. If there’s no fire, we ______ do these things at all. But it can also be dangerous. Fire ______ burn a lot of things. It can hurt people too. We ________ be careful with fire. What do you know about fire safety?
6. Reading comprehension
Get students to read the passage and finish the exercise.
Step 4 Consolidation
1. Encourage students to choose one topic and talk about it.
Home safety School safety Food safety
2. 以小组合作的方式反馈，每个学生说一、两句，说得越多越合理的小组获胜。
【设计意图：居家安全、校园安全以及食品安全这三个话题都跟学生的生活息息相关，也都关系到学生的切身利益。学生可以选择自己最关心的话题来和小组同学来制作海报，实现由句型到语篇的输出使用。】
Homework 家庭作业
1. Try to write a short passage about safety.
2. Make a poster in a group of four.
3. Try to be a safety guard in one’s life.
Teaching aids 教学准备（含板书设计）
教学准备：PPT
板书设计：
Unit 4 Road Safety
must
mustn’t + 动词原形
can
can’t
说课
复习课要让学生在巩固原有知识的基础上还能有所提高，与此同时也不能枯燥无味。因此本课在上课预备时间就给学生播放一段有关安全教育的视频，为课堂话题的展开做铺垫。接着看图复述Story time，帮助学生复习已学知识。再用一副图片，激发学生用英语表述一下有哪些不文明的马路行为，从而让学生自己来总结语法规律。通过填空练习，进一步巩固语法知识，在此同时仍然没有脱离“安全规则”这个话题。最后用安全海报的制作，要求学生小组合作，选择自己最关心的话题来制作海报，让学生在使用语言的同时也深刻地感受到遵守安全规则的重要性。
特别分享
关注学生对语法知识的自我总结。
关注学生的小组合作能力。
培养学生的安全意识。
关注学生思维能力的培养。
