2024年川教版新路徑英語六年級上冊教案

小六英語上教案Lesson1I’mNewHereTeachingaims:1.Studentscansaythewords:drawapicture,readabook,playthepiano,cleantheblackboard,cleantheclassroom,waitforaclassmate.2.Studentscanreadthetext.3.Studentscanlistenandnumber.Teachingcontents:1.Words:drawapicture,readabook,playthepiano,cleantheblackboard,cleantheclassroom,waitforaclassmate.2.Studentscanworkinpairs.3.Studentscanlistenandpractice.Importanceanddifficulties:1.Thepronunciationofthewords.2.Listenandpracticethenewwords.3.Everybodycanlearntointroducehimself/herselfandhis/herfriend.Teachingaids:Pictures,tape,recorder,cards.Teachingprocess:2periodsPeriod1Teachingaims:1.Studentscanreadthenewwords.2.Studentscanworkinpairs.3.Studentscanlistenandnumberthem.Teachingcontents:1.Magicbox:drawapicture,readabook,playthepiano,cleantheblackboard,cleantheclassroom,waitforaclassmate.2.Workinpairs.3.Listenandnumber.Importanceanddifficulties:1.Thepronunciationofthewords.2.Let’stalkaboutthedialogue.Teachingaids:Pictures,tape,recorderTeachingprocess:Step1.Greetings:Theteacherandstudentsgreeteachother.T:Hello,boysandgirls!Ss:Hello,MissYang!T:Nicetoseeyouagain!Ss:Nicetoseeyou,too!Step2.Workinpairs.Theteacherasks:How’stheweathertoday?S1:It’swarm.T:Lookatthepictures.Sslookatthemandreadtogether：washmyface,rideabike,dohousework,digaholeandsoon.Thenaskstudents:Whatareyoudoing?Ss:I’mplantingtrees.Weareplayingbadminton.Thenstudentsaskandanswerintopairs.Step3.ListenandpracticeTheteachershowspictures.Sslookatthemandfollowtheteacher:drawapicture,readabook,playthepiano,cleantheblackboard,cleantheclassroom,waitforaclassmate.Thenaskstudentstoreadthewords.Theteacherpointstoapicture:Whatishedoing?S1:Heisreadingabook.Thenpointstoanotherpicture:Whatisshedoing?S2:Sheisdrawingapicture.Thenaskstudentstopracticethesentencesintopairs.Step4.ListenandnumberTheteacherplaysthetape.Studentslistentothetapeandnumberthem.⑴Whatclassareyouin?I’minClass7,Grade6.⑵Whatareyoudoing?I’mwaitingformyteacher.⑶Whatclassareyouin?I’minClass1,Grade2.⑷Whatishedoing?Heiscleaningtheclassroom.Step5.PlayagameStudentslookatthetwocircles.AskthemtoactasBettyorSimon.Thepartnerchoosetheother.T:Tickthreepicturesinyourballoon.Askyourpartner’squestions.Forexample:Whatareyoudoing?I’mflyingakite.Step6.Homework1)Readthewordsandrecitethem.2)Listentothetextandreadit.Summary:Period2Teachingaims:1.Studentscantalkaboutthetext.2.Studentscanactastherolesinthetext.3.Studentscanreadandtickthewords.Teachingcontents:1.Magicbox:drawapicture,readabook,playthepiano,cleantheblackboard,cleantheclassroom,waitforaclassmate.2.Look,readandtickthewords.3.Readandwrite.Importanceanddifficulties:1.Thepronunciationofthewords.2.Studentscanunderstandthemeaningof“firstname”and“familyname”.Teachingaids:Pictures,tape,recorderTeachingprocess:Step1.Greetings:Theteachercomestotheclass,andsay“Hello”tothestudents.T:Hello,boysandgirls!Ss:Hello!MissYang!Thenthestudentssingthesongtogether.Step2.Revision:Theteachershowspictures,studentslookatthemandreadthem.Wecanreviewthewordsphrases.Thenpracticethemintogroups.Atlastaskstudentstomakesentenceslikethis:I’mdoinghousework.We’recleaningtheclassroom.Step3.Let’stalk:Studentslookatpage2andlistentothetape.Thenstudentsreadaftertheteacher.Tshowsquestions:1)What’sthenameofthenewstudent?2)Whoistalkingtohim?3)WhatclassisWangTingin?Studentsanswerthemonebyone.Askstudentstoactasthedialogue.Thenlistentothetapeagainandchoosethecorrectanswers.Step4.Look,readandtickthewordthatmatchesthepicture.Studentslookatthepictureandchooserightword.Thenreadwords.Fillintheblankswiththepairedwordsinthebox.1)Birdsflyinthesky.2)Mysisterisveryshy.3)Trynottocry.4)Somepiesfellonmytie.Step5ReadandwriteLookatthepicturesandreadthestory.Studentscanunderstandthemeaningof“firstname”and“familyname”.Thenanswerthequestion:Whatistheboy’sfirstnameandfamilyname?Theboy’sfirstnameisSam,andhisfamilynameisSmith.Atlaststudentscanwriteanarticleabouthimself.Step6.Homework1.Recitethetext.2.Finishanarticleaboutyourself.Summary:Lesson2WhataNiceSchoolTeachingaims:1.Studentscansaythewords:teachingbuilding,artroom,musicroom,computerroom,teachers’romm,library,toilet,playground.2.Studentscanreadthetext.3.Studentscanlistenandnumber.4.Listenandsing.Teachingcontents:1.Words:teachingbuilding,artroom,musicroom,computerroom,teachers’room,library,toilet,playground.2.Studentscanworkinpairs.3.Studentscanlistenandpractice.4.Studentscansaythesentence:Whereisthe…?It’s….5.5.Listenandsing.Importanceanddifficulties:1.Thepronunciationofthewords.2.Listenandpractisethenewwords.3.Everybodycanlearntointroduceschoolandotherthings.Teachingaids:Pictures,tape,recorder,cards.Teachingprocess:2periodsPeriod1Teachingaims:1.Studentscanreadthenewwords.2.Studentscanworkinpairs.3.Completethesentences.Teachingcontents:1.Magicbox:.:teachingbuilding,artroom,musicroom,computerroom,teachers’room,library,toilet,playground.2.Workinpairs.3.Completethesentences.Importanceanddifficulties:1.Thepronunciationofthewords.2.Let’stalkaboutthedialogue.Teachingaids:Pictures,tape,recorderTeachingprocess:Step1.Greetings:Theteacherandstudentsgreeteachother.T:Hello,boysandgirls!Ss:Hello,MissZhang!T:Nicetoseeyouagain!Ss:Nicetoseeyou,too!Step2.Reviewordinalnumbers.Theteacherdrawateachingbuildingandwritedownsomenumbers.(讓學(xué)生認(rèn)讀是第幾層)Step3.Listenandpractise（老師把每層樓寫上各樓層的用途進(jìn)行新詞教學(xué)，如：artroom,musicroom,computerroom,teachers’romm,library,toilet,playgroundandsoon.Theteachershowspictures.Sslookatthemandfollowtheteacher:teachingbuilding,artroom,musicroom,computerroom,teachers’room,library,toilet,playground.Thenaskstudentstoreadthewords.Theteacherpointstoapicture:Whereistheartroom?S1:It’sonthefifthfloor.Thenpointstoanotherpicture:Whereistheartroom?S2:It’sonthefourthfloor.Thenaskstudentstopracticethesentencesintopairs.Step4.Completethesentences:Lookatrightpictureandfillintheblank.(P7)Step5.Listenandsing.First:Listenthesong:TheChildrenonaBus.Second:Readthewordsofsong.Third:Singafterthetape.Fourth:Matchandsing.Step6.Homework1)Readthewordsandrecitethem.2)Listentothetextandreadit.Summary:Period2Teachingaims:1.Studentscantalkaboutthetext.2.Studentscanactastherolesinthetext.3.Studentscanreadandrecitethewords.Teachingcontents:1.Let’stalk.2.Look,readandsaythewords.3.Readandwrite.Importanceanddifficulties:1.Thecorrectuseofprepositions.2.Letter’spronunciation:-oa-,-oe,-ow,o.3,Teachingaids:Pictures,tape,recorderTeachingprocess:Step1.Greetings:Theteachercomestotheclass,andsay“Hello”tothestudents.T:Hello,boysandgirls!Ss:Hello!MissZhang!Thenthestudentssingthesongtogether.Step2.Revision:Theteachershowspictures,studentslookatthemandreadthem.Wecanreviewthewordsphrases.Thenpraticethemintogroups.Atlastaskstudentstomakesentenceslikethis:Whereistheartroom?It’sonthefifthfloor.Step3.Let’stalk:(1)Studentslookatpage6andlistentothetape.Thenstudentsreadaftertheteacher.Tshowsquestions:1)Whataretheboyandthegirltalkingabout?2)Wherearetheynow?3)Whoisthenewpupil?4)Whatisthegirl?Studentsanswerthemonebyone.Askstudentstoactasthedialogue.Thenlistentothetapeagainandchoosethecorrectanswers.(2)Actthetext.Step4.Words’spronunciation.-oa/?u/oe/?u/ow/?u/o/?u/boatdoerowgocoathoesnownogoattoeyellowyoyoStudentslookatthepictureandsaytheChinesemeans.Step5Read,writeandsay.Lookatthepicturesandreadthestory.Studentscanfillintheblack.Thenanswerthequestion:1)Whatisthetitleofthetext?2)Drawapictureofyourschoolandthenintroduceitbriefly.Step6.Homework1.Recitethetext.2.Introduceyourschoolforyourfriend.Summary:Lesson3HappyTeacher’sDay教學(xué)內(nèi)容：花類單詞flowers,sunflowers,carnations,lilies,roses。教學(xué)目的：1、教學(xué)花卉類單詞，規(guī)定發(fā)音精確，懂得中文大意。2、基本理解Ilike……句型。3、理解教師節(jié)的有關(guān)狀況，進(jìn)上步培養(yǎng)學(xué)生尊師的美德。教學(xué)重點(diǎn)、難點(diǎn)：1、本課單詞及其對的發(fā)音。2、能應(yīng)用喜歡某物的體現(xiàn)法“Ilike……”3、教師節(jié)的有關(guān)狀況。教具準(zhǔn)備：鮮花類單詞卡片，ppt課件。教學(xué)過程：一、導(dǎo)入1、師生互相問候、簡介。2、出示9月3、并聽、唱歌曲《HappyTeacher’sDay》4、引導(dǎo)學(xué)生給老師送什么禮品，引導(dǎo)出給教師送花。二、新授1、教學(xué)flowers。A、出示圖片，提問：Whatarethese?引導(dǎo)出flowers.B、教師教讀。C、分組別練讀。D、老師再次教讀，并帶“上Ilike……”句型。E、讓學(xué)生也跟著練習(xí)句型。F、學(xué)會後，老師再提問：Doyoulikeflowers?引導(dǎo)學(xué)生用Yes或No回答。2、教學(xué)sunflowerscarnationsliliesroses用同樣措施。三、練習(xí)1、教師出示卡片，讓學(xué)生練讀。抽個(gè)別學(xué)生讀。并讓學(xué)生把卡片帖到對應(yīng)的單詞上邊。2、完畢ppt上面聽力練習(xí)。四、拓展1、復(fù)習(xí)Ilike……句型，可用此前學(xué)過的單詞。2、提問：Whatflowersdoyoulike?讓學(xué)生回答。3、畫上自已喜歡的花送給老師。五、小結(jié)1、本課學(xué)過的5個(gè)單詞。2、理解Ilike……句型。六、把自已制作的卡片送給老師。Lesson4Payingavisit第一課時(shí)教案設(shè)計(jì)教學(xué)目的：1、詞匯：掌握房間類單詞livingroom,diningroom,study,kitchen,bathroom以及動詞短語takeabath2、掌握方位介詞回答的句型：Whereisyourkitchen?It’sbeside/opposite/infrontofthediningroom.教學(xué)重、難點(diǎn)：1、方位介詞opposite，beside；2、句型It’sopposite/beside…教學(xué)準(zhǔn)備：PPT，A4畫圖紙，拼圖字謎教學(xué)鼓勵(lì)：本班學(xué)生懂得每回答一次問題或獲表揚(yáng)會獲得一顆★，每拾顆★一種月亮，五個(gè)月亮一種太陽，三個(gè)太陽一種鉆石，兩個(gè)太陽一種皇冠圖案等等，類似QQ升級。教學(xué)過程：問候、組織課堂1、紀(jì)律整頓，集中注意：（口令）One,two,three,situpstraight!2、問候：Goodafternoon,class!/Howareyou?并個(gè)別問候。二、復(fù)習(xí)方位介詞：on,in,under,behind,between,infrontof,nextto，beside,opposite1、運(yùn)用肢體動作（TPR）復(fù)習(xí)方位介詞（自編動作）；2、強(qiáng)調(diào)較難和今天課堂上運(yùn)用較多的介詞beside和opposite；3、PPT演示復(fù)習(xí)以上方位介詞的使用,并加強(qiáng)聯(lián)絡(luò)beside和opposite；4、抽學(xué)生上臺根據(jù)老師指令站位，如：XXisoppositexxx，兩名學(xué)生迅速面對面站好。三、新課1、詞匯：livingroom,diningroom,study,kitchen,bathroom,takeabath.教法：（1）運(yùn)用TPR自編動作，教學(xué)孩子們認(rèn)讀；（2）游戲：將打印好的房間單詞圖片撕碎，通過度組玩拼圖深入讓學(xué)生掌握。2、句型：Whereisyourdiningroom?It’soppositethestudy.教法：（1）學(xué)生跟讀、齊讀這組問答句型；（2）規(guī)定學(xué)生下面與同學(xué)分組聯(lián)絡(luò);（3）抽學(xué)生上臺對話練習(xí)。四、課堂練習(xí)、作業(yè)：1、PPT出示一副場景圖，提問學(xué)生whereisthetree/house/dog?等等；老師給指令，學(xué)生動手操作將PPT上得圖按照老師規(guī)定的方位擺放對的；2、讀下面一段英文，在課前發(fā)的A4紙上按照規(guī)定畫出場景：Exercise:PleasedrawapictureThereisateachingbuilding,therearesomeclassrooms,Grade6isbesideGrade5andGrade4.Thelibraryisoppositetheteachingbuilding.Thereisabigtreeinfrontofthelibrary,andsomechildrenareplayingunderthetree.Lesson5MakingYourselfathome第一課時(shí)（40分鐘）教學(xué)內(nèi)容：SB(學(xué)生用書)與AB(課堂活動用書)Unit1Iwantahotdog,please.教學(xué)目的：學(xué)習(xí)目的語句：Whatdoyouwanttoeat?Iwantahamburger,please.Whatdoyouwanttodrink?Iwantacola,please.單詞：hamburgercola,dollar,cent,enjoy.2、能聽懂Whatdoyouwanttoeat?此類語句，并能口頭運(yùn)用Iwantahamburger,please.闡明自已想要的食物。3、能識別單詞：hamburger，cola,dollar,cent,enjoy.重難點(diǎn)：能聽懂Whatdoyouwanttoeat?此類語句，并能口頭運(yùn)用Iwantahamburger,please.闡明自已想要的食物。功能:點(diǎn)餐教學(xué)程序:一、熱身復(fù)習(xí)1、教師熱情地和學(xué)生打招呼,師生之間互相問好。教師向?qū)W生展示有關(guān)食物和飲料的圖片，鼓勵(lì)學(xué)生說出對應(yīng)的單詞，并將在黑板上進(jìn)行羅列。假如學(xué)生有能力，可以給他們在黑板上書寫單詞的機(jī)會。然後引入單詞hamburger和cola。規(guī)定學(xué)生跟讀，并讓個(gè)別學(xué)生朗誦，教師注意糾正學(xué)生的發(fā)音。2、鼓勵(lì)學(xué)生運(yùn)用句型“Ilike…”和“Idon’tlike…”談?wù)撟砸严矚g或不喜歡的是食物及飲料。二．任務(wù)展現(xiàn)與課文導(dǎo)入1、教師和學(xué)生談?wù)撟砸严埠玫氖澄铮?，“Ilikenoodles.”并告訴他們假如自已去餐廳，就會要些面條?！癐wantsomenoodles.”使用這種方式逐一把單詞帶入句型中，給學(xué)生進(jìn)行本課目的句型的大量輸入，然後向?qū)W生提問：“Whatdoyouwant?”進(jìn)行交流，引導(dǎo)學(xué)生回答。進(jìn)行多組師生問答後，鼓勵(lì)學(xué)生互相問答。2、教師告訴學(xué)生：“今天要進(jìn)行‘模擬快餐店點(diǎn)餐情景短劇’的演出，目前，Daming,Simon和Simon’sdad正在一家快餐店裏點(diǎn)餐，我們先來聽聽他們點(diǎn)了哪些食物，運(yùn)用了哪些語言。三、課文教學(xué)1、教師引導(dǎo)學(xué)生觀測課文插圖，并用英語簡樸描述圖中的情景。然後播放地一遍錄音，進(jìn)行課文的整體展現(xiàn)。2、在播放第二遍錄音前，教師可以結(jié)合活動用書第一單元練習(xí)1中的問題向?qū)W生提問。學(xué)生帶著問題聽錄音并尋找答案。提醒學(xué)生要尤其注意用“Iwant”表述的句子。3、錄音播放完畢後，容許學(xué)生互相討論問題的答案，然後再請個(gè)別學(xué)生進(jìn)行口頭表述，教師進(jìn)行訂正。教師可以根據(jù)學(xué)生的回答，重點(diǎn)講解單詞dollar,cent以及enjoy.并規(guī)定學(xué)生跟讀及簡樸運(yùn)用。教師要注意糾正學(xué)生的語音和語氣。4、播放第三次錄音。每個(gè)句子後停止後，規(guī)定學(xué)生進(jìn)行指讀和跟讀。5、繼續(xù)請學(xué)生聽SB第一單元活動2的錄音，然後學(xué)生進(jìn)行兩人一組的練習(xí)。四、任務(wù)完畢1、完畢任務(wù)“‘模擬快餐店點(diǎn)餐情景短劇’的演出”。在準(zhǔn)備任務(wù)之前，引導(dǎo)學(xué)生學(xué)習(xí)SB第一單元活動3中的例句。然後把講臺布置成快餐店的柜臺，并請程度很好的學(xué)生來飾演顧客，教師飾演服務(wù)員，進(jìn)行一種簡樸的演出。最終鼓勵(lì)學(xué)生進(jìn)行以小組為單位的情景短劇的演出。五、課後作業(yè)1、AB第一單元練習(xí)2。請學(xué)生根據(jù)自已的實(shí)際狀況進(jìn)行選擇。第二課時(shí)（40分鐘）教學(xué)目的：學(xué)習(xí)語句：Howmuchisit?It’sthirteendollarsandtwenty-fivecents.單詞：hamburgercola,dollar,cent,enjoy.2、能口頭運(yùn)用Howmuchisit?此類語句問詢物品價(jià)格，并能口頭運(yùn)用It’stenyuan.此類語句回答。3、能識別單詞：chicken,orangejuice,tea,并能書寫單詞：rice,tea.eat,drink.4、學(xué)習(xí)歌曲Whatdoyouwant.重難點(diǎn)：、能口頭運(yùn)用Howmuchisit?此類語句問詢物品價(jià)格，并能口頭運(yùn)用It’stenyuan.此類語句回答。功能：談?wù)擖c(diǎn)餐和就餐的狀況教學(xué)程序：熱身復(fù)習(xí)1、請學(xué)生以小組為單位上臺來演出自編的情景短劇，對學(xué)生的表揚(yáng)進(jìn)行及時(shí)地評價(jià)和點(diǎn)撥。尤其表揚(yáng)能使用豐富句子進(jìn)行演出的小組。2、教師帶領(lǐng)學(xué)生閱讀AB第二單元練習(xí)2的文章并完畢練習(xí)3，協(xié)助學(xué)生理解與熱狗有關(guān)的知識。二、任務(wù)展現(xiàn)與課文導(dǎo)入1、教師告訴學(xué)生：“今天，將繼續(xù)學(xué)習(xí)上一課的內(nèi)容，并深入理解怎樣講述食物的價(jià)格，繼續(xù)開展在餐廳點(diǎn)餐的活動?！?、教師告訴學(xué)生：“TodayLinglingandherdadgototherestaurant.Nowlet’slistentothetape.Thenpleasetellmewhatlinglingandherdadwanttoeatanddrink.”在講述的時(shí)候，重點(diǎn)強(qiáng)調(diào)“eat”和“drink”.教師可以通過肢體語言來強(qiáng)調(diào)詞義并要求學(xué)生能書寫。三、課文教學(xué)1、播放SB第二單元活動1課文錄音，教師可以提如下的問題：（1）WhatdoesLinglingwanttoeatanddrink?（2）WhatdoesLingling’sdadwanttoeatanddrink?請個(gè)別學(xué)生回答，并及時(shí)糾正答案。2、再次播放錄音，請學(xué)生集體跟讀。并把如下句子進(jìn)行板書：Whatdoyouwanttoeat/drink?Iwant…3、引導(dǎo)學(xué)生看SB第二單元活動2中的菜單，規(guī)定學(xué)生能識別單詞：chicken,orangejuice,tea,并能書寫單詞：rice,tea。然後教師飾演服務(wù)員來問詢個(gè)別學(xué)生：“Whatdoyouwanttoeat/drink?”鼓勵(lì)學(xué)生可以根據(jù)自已的喜好來點(diǎn)餐,并深入引導(dǎo)學(xué)生來問詢價(jià)格：“Howmuchisit,please?”4、鼓勵(lì)學(xué)生來飾演服務(wù)員和顧客，進(jìn)行簡短的對話練習(xí)。四、任務(wù)完畢1、集體完畢AB第二單元練習(xí)4和5。教師先向?qū)W生簡樸簡介練習(xí)中菜單的項(xiàng)目和題目規(guī)定。播放錄音，先請學(xué)生完整地聽一遍對話。再播放第二次錄音前，提請學(xué)生注意錄音中的數(shù)字。在播放錄音時(shí)，在每句話後停止，讓學(xué)生填寫食物所需數(shù)量。最終對照SB第二單元活動2中的菜單，填寫并計(jì)算所需食品的總價(jià)。2、引導(dǎo)學(xué)生看練習(xí)5中的例句，然後仿照示例開展練習(xí)。五、課文學(xué)習(xí)學(xué)習(xí)SB第二單元活動4中的歌曲，教師播放錄音，先請學(xué)生聽歌詞朗誦。播放歌曲，先讓學(xué)生整體欣賞歌曲，并確定學(xué)生在理解歌詞時(shí)，與否有疑問。再次播放歌曲，每句後停止，讓學(xué)生跟唱。最終集體演唱。六、課後作業(yè)（1）完畢AB第二單元練習(xí)1。（2）菜單設(shè)計(jì)競選把學(xué)生提成3-4人一組，設(shè)計(jì)一份精美菜單，然後進(jìn)行評比。本活動重要協(xié)助學(xué)生復(fù)習(xí)有關(guān)為學(xué)生提供創(chuàng)作的空間并且鞏固復(fù)習(xí)所學(xué)的有關(guān)單詞Lesson6Whatamess!一.Teachingaims1.復(fù)習(xí)"MayI?"句型。2.復(fù)習(xí)單詞和短語：kitchen,study,bathroom,livingroom.3.學(xué)習(xí)新短語:makethebed,makethetea,cookthemeal.4.學(xué)習(xí)新句型：CanIhelpyou?Yes,please二.TeachingproceduresStep1GreetingT:Goodmorningclass.S:Goodmorningteacher.Step2warmingupT:MayIclosethedoor?S:Yes,ofcourse.T:MayIlistentomusic?S：Yes,ofcourse.T:Ok,verygood.Nowit'syourturn,youaskme,whowanttotry?S:MayI?T:Yes,ofcourse.Step3presentationGood,boysandgirls,nowwesillplayagame"passwords".Hereare4rooms.Youhave4groups,sog1isakitchen,g2isastudy,g3isabathroom,g4isalivingroom.Andhereare4brooms,thefirststudentshouldcleanyourseatandthenpassmywordsandthebroomonebyone.Ok,goodjob,throughthisgame,wereviewthewordsT:Class,doyouhelpyourmumdohousework?S:YesT:Whenyouhelpyourmother,youwillsay:"CanIhelpyou?"Ok,followmePleseguess,what'sthemeaning?S:T:Verygood,nowIneedhelp,whocanhelpmetocleantheblackboad?S:CanIhelpyou?T:Yes,pleaseStep4practiceHighlowvoice:readnewwords.Pairwork:practicethedialogue.Step5HomeworkReviewthewordsanddialogue.Lesson7HappyHalloweenBackgroundInformation:42studentsfromGrade6TeachingContents:1.Vocabulary:pumpkinjack-o’-lanternghostwitch2.Sentencestructure:This/Thatisatomato.This/Thatisnotapumpkin.These/Thosearetomatoes.These/Thosearenottomatoes.3.Communication:Usethenewsentencestructureandnewwordstocommunicatewitheachother.TeachingObjectives：1.Tomasterthenewwords:pumpkinjack-o’-lanternghostwitch2.Toenabletomakeaconversationusingthesentencestructurecorrectly:This/Thatisatomato.This/Thatisnotapumpkin.These/Thosearetomatoes.These/Thosearenottomatoes.3.Toenabletousethenewwordsandnewstructuresincommunicationcorrectly.4.Tolearnhowtopayavisitorhowtowelcomethevisitors.Importantpointsanddifficultpoints:1.Toenabletodistinguishthefournewwordseasily.2.Tomasterthenewstructures:This/Thatisatomato.This/Thatisnotapumpkin.These/Thosearetomatoes.These/Thosearenottomatoes.3.Tousethestructuretoaskforyesorno.4.Canchangethetwosentencestructurecorrectly:Thisisatomato.Isthisatomato?TeachingAids:Pictures,Radio.PPTTeachingProcedures：step1Greetingstep2Warmingup：1).Review:Checkthehomework-(Choosetwoorthreegroupstoactitout.)step3.Leadin:LookatthevideoonthePPT.step4.ReadingthepassageabouttheHalloweenandanswerthequestions.step5.TellstudentsthebackgroundinformationofHalloweenandleadinthenewwords.Step6Newwords:pumpkinjack-o’-lanternghostwitch1.pumpkin:1)Showapictureofpumpkin,thenteachthemread:Thisisapumpkin.2)Askstudentsmakesentencesusethiswords.2.jack-o’-lantern:1)teacheraskonestudentscometothestage,showapictureofit.Askthestudentsdorightaction,thenletotherstudentsguess.Afterthatteacherteachthemread:Thisisajack-o;-lantern.2)Askstudentsmakesentencesusethiswords.3.witch:1)Guessinggameleadinandthenteachthemread:Thisisawitch2)Askstudentsmakesentencesusethiswords.4.ghost:1)Teacherdotheactionandinastrangevoice,askstudentsguess,thenteachthemread:Thisisaghost.2)Askstudentsmakesentencesusethiswords.Step7Playgames:1)What'smissing2)BoomingStep8Practice:1)Matchthewordsandpictures.2)Listenandnumber.Step9Newstructure:1.Usethegametoleadin:What’sthis….2.Teachstudentsreadthenewstructures.3.Practice:workinpairs.Step10Consolidates1)Workinpairs:Workinpairstopracticethenewwordsandstructuresthreeminutes,thenasksomepairstoshowtheirconversationsonthestage.2)Playagame:Onestudentcometothestagefacetothestudents,wearthehatwithnewwords,andheshouldasklikethis:“AmIapumpkin?”O(jiān)therstudentsanswer“Yes,youare./Noyouarenot.”3)Practice:Playthegameonpage44.Step11Listentothetapeandfinishthetask1)Tickthewords.2)Orderthepictures.3)Fillintheblanks.1.Thatapumpkin.2.That–ajack-o’-lantern.3.what’s?It’sanorange.4.areclowns.Summary:Askstudentssumupwhatwehavelearntinthisclass,andthenteacherdosomeadditions.Homework:1）Writethenewwordsandmakesentences.2)TellthestoryofHalloweentoothersandgetreadyforapartyofHalloween.BlackboardDesign:Lesson7HappyHalloweenNewstructureNewwordsThis/Thatisatomato.pumpkinThis/Thatisnotapumpkin.Jack-o’-lanternThese/Thosearetomatoes.ghostThese/Thosearenottomatoes.witchLesson8ThanksgivingDay教學(xué)內(nèi)容：1、與本課所學(xué)節(jié)曰有關(guān)的單詞turkey、sweetpotato、corn、cabbage、potato、pie、lettuce。2、定冠詞the的使用方法。3、理解西方感恩節(jié)。教育、教學(xué)目的：1、掌握本課生詞。2、掌握the作特指的使用方法。教學(xué)重難點(diǎn)：1、本課單詞的對的發(fā)音和拼讀。2、純熟的使用the作特指的使用方法。教學(xué)準(zhǔn)備：CAI課件教學(xué)過程：Step1：GreetingStep2：Listenandpractice1、引入新單詞。T：Inthelastlesson,whichfestivalhavewelearned?P：Halloween.T：Good!Inthislessonwearegoingtolearnanotherimportantfestival—ThanksgivingDay.（簡介ThanksgivingDay）假如你們要慶祝感恩節(jié)，你們要買一點(diǎn)什么呢，大家去超市看看，我給大家準(zhǔn)備了某些東西，看看大家認(rèn)識些什么。T：不認(rèn)識的這些就是感恩節(jié)所需要食物。我們來看看有什么些什么呢？2、教學(xué)turkey.T：What’sthis?P：chicken.T：No,thisisnotachicken.ItisverybigandverypopularintheUSA.P：火雞。T：Wecallitturkey.……（教學(xué)其他單詞同上）3、鞏固新單詞。①教師隨意指圖畫，學(xué)生讀出單詞。②抽部分同學(xué)朗誦。Step：Workinpairs.1、引入the的使用方法。T：出示一張鳥的圖片。Boysandgirls,what’sthis?P：Thisisabird.T：Good!Thisisabird.Isthebirdbig?P：No.T：Thebirdissmall.同上說出：Thisisaelephant.Theelephantisbig.Thesearemooncakes.Themooncakesareround.T：為何兩句話中一種地主用a一種地方用the呢？P：因我們第一句中已經(jīng)提到bird，因此後來再提及，就用冠詞the，而不是a。2、練習(xí)the的使用方法。出示更多圖片學(xué)生先同桌互相練習(xí)，然後抽學(xué)生回答。Step4：1、小結(jié)本課。T：Todaywehavelearnedso