英語小學六年級上冊的教案（精選5篇）
英語小學六年級上冊的教案 篇1
教學課題：
譯林版《牛津小學英語》6A第五單元PartA（Listen，read and say）
教材分析：
本課是江蘇譯林版牛津英語6A Unit5的中第一教時的內(nèi)容，這是學生初次接觸過去時，只要求學生能在教學過程中，掌握其時態(tài)結(jié)構(gòu)和過去分詞的構(gòu)成，并能對自己在過去做的一些事情進行描述。由于之前已經(jīng)學過一般現(xiàn)在時，所以在制定教學步驟的過程中，通過和一般現(xiàn)在時進行比照，來掌握一般過去式的結(jié)構(gòu)。
教學方法：
我將采用情景法、游戲教學法、直觀演示法、交際法等教學方法，以學生為主體，以過去式話題為核心，以語言功能為主線，以任務型活動為媒介，從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)，使學生通過感知、體驗、實踐、參與、合作與交流的方式實現(xiàn)任務目標，使課堂活起來，讓學生動起來，從而達成上述的知識與技能目標。
教學目標：
1. 能正確的聽、說、讀、寫詞匯holiday, last, early, meet, before
能正確的聽，說， 讀詞匯 fun, National Day, a film, wonderful
2. 能正確的聽、說、句型What （else） did you do?？We/I?
3. 能正確地運用對話中的日常交際用語和三會句型 Did you like the film?
It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.
4. 能正確地理解、掌握對話內(nèi)容，并能朗讀、初步表演對話。
5. 能運用本課所學語言談論過去所做的事情。
教學重點：
能正確地理解、掌握對話內(nèi)容，并能朗讀、初步表演對話。
教學難點：
能比較流暢的朗讀對話，并能在掌握對話的基礎(chǔ)上運用本課所學語言談論過去所做的事情。
課前準備：
1.教具準備
a.單詞，句型卡片。
b.練習題紙。（每人一張）
c.設(shè)計并制作多媒體教學課件，準備多媒體教學的設(shè)施。
2.板書準備
預先寫好課題Unit 5 On the farm
教學過程：
Step 1 Greeting and warming-up
1. T-Ss greet.（師生問好，活躍課堂，拉近師生距離）
2. T: Look at this man, what’s his job?
Ss: He is a farmer.
T: His name is Macdonald. He has a beautiful farm.
Before class, let’s listen to a song, it’s about Macdonald and his farm.
Step 2 Presentation and practice
1. Teach: National Day ,holiday, last
T: What day/date is it today?
出示CAI指名回答 These seven days is this week.（CAI出示 this week）
These seven days was last week.（ CAI出示 last week）
T: What date was it? 指名回答
T: Yes. It was the first of October.
And it was the National Day. （CAI出示National Day領(lǐng)讀）
When National Day comes ,we usually have a long holiday . I had a wonderful holiday.
2 .T：Do you want to know what I did this National Day holiday?
You can ask me what did you do?
指名幾個學生提問，可提醒學生看黑板上早已貼好的句子。 再次要求學生一起提問，師回答。
3.活動： washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.
幻燈片呈現(xiàn)，讓學生了解老師的活動
T:OK, boys and girls. Do you want to go to the farm?
Ss: Yes. CAI 出示農(nóng)場里人們干活的場景
T：OK，here we are. Now we’re on the farm.
What can we do on the farm？Can you guess? 指名回答 CAI 出示
S1:Milk cows.
T：Great. I can’t milk cows. Can you teach me? 示意學生動作。
教師邊動作邊帶領(lǐng)學生朗讀milk cows 同時出示詞組 貼到黑板上
T：What can we do?指名學生回答
S2：?
T：Good. Collect eggs. （CAI出示）師帶領(lǐng)學生邊做動作讀詞組。同時出示詞組 貼到黑板上
T：What else can we do?指名回答 S3：?
T：Right. Water flowers. 帶領(lǐng)學生讀短語。
T：What else can we water? It’s big and green.
Ss：Water trees.
T: Good. 出示詞組 water trees 帶領(lǐng)學生朗讀，并將詞組貼到黑板上。
T：What else can we water? It’s on the ground. 指名回答
Ss: Water grass. 看CAI, T :What are these? They’re carrots. 領(lǐng)讀carrot 出示單詞圖片 pull up carrots
T: Let’s pull up carrots.師帶領(lǐng)學生做動作讀詞組，并將詞組貼到黑板上。
T：What else can we do？
S4:?
T：Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.
師帶領(lǐng)男學生們做動作讀詞組，并將詞組貼到黑板上。 出示一籃子橘子。
T：What are these? Ss：They’re oranges.
T: Do you want to taste my oranges?問幾組學生，Do you want to taste my oranges?
給學生分發(fā)橘子 出示 taste oranges 單詞圖片 Let’s learn how to read it.帶領(lǐng)學生讀/ei/，/ei/,taste.
Step 3 Listen, read and say
1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI 出示問題，引導學生提問，What did you do last week? CAI 出示答案。
T: What did she do last week? Ss: She visited a farm?。
T: Yes, Helen visited a farm with her family on Monday and Tuesday.
Do you want to visit a farm? 出示詞組 visit a farm 領(lǐng)讀數(shù)遍，并將詞組貼到黑板上。
T：Helen visited a farm. Here ed is pronounced /id/,領(lǐng)讀 visited，將ed貼到黑板上visit后面。
2. T：What did Helen do on Monday? Who can ask? CAI出示，指名學生提問。
T: What did Helen do on Monday? 引導學生一起回答，She watered trees. 拿出ed/d/,領(lǐng)讀短語數(shù)遍。并將后綴貼到黑板原詞組后面。
T: What else did Helen do? Let me ask her. 師問What else did you do on Monday, Helen?，please listen ！ CAI出示答案。
3. T: What else did she do? Together answer.
Ss: She pulled up carrots. 師出示ed/d/,領(lǐng)讀單詞，并將后綴貼到原來單詞后面。
T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 貼圖Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齊問。CAI出示答案。
4. T: What did she do on Tuesday?
Ss: She milked cows. 出示 ed/t/ 領(lǐng)讀該詞組，并將ed貼到原單詞后面。
5. T: What else did she do on Tuesday?
Ss: She collected eggs.
T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引導學生一起復述，Helen visited a farm. On Monday she watered trees and pulled up carrots.
T: How about Tuesday?
Ss: he milked cows and collected eggs.
6. T: Helen did a lot of things on a farm.
What else did she do on the farm? Let’s watch the cartoon. 出示CAI，
T: What else did Helen do on the farm? 再次出示CAI，提醒學生看屏幕。
Ss: She picked oranges. 師拿出ed，
T：Who can add ed for us?指名，stick for us.領(lǐng)讀picked oranges
T: She picked oranges and tasted them.師做動作表明品嘗。Which one？指名回答。
Here ed is pronounced /id/ ,who can add for us?指名加后綴。
7. T：Were there any fruits on the farm?
Ss：Yes.
T: Were there any apple/pear/banana trees on the farm? 學生齊答。 引導學生齊說
Ss: There were apple trees, orange trees and pear trees.
T: Nancy wants to go to the farm. So I think the farm is wonderful.（舉例wonderful一詞，領(lǐng)讀）
8. T: Helen did a lot of things on the farm.
She had a wonderful holiday.
But her friend Nancy also had a good time, what did she do last week?
Let’s listen, read and choose. CAI出示，學生聽。
提供問題，what did Nancy do last week? OK, you can choose. CAI出示選項。師讀三條選項。指名學生回答。
出示 watch a film.詞組領(lǐng)讀。 Here ed is pronounced /t/.指名讀音素。并將單詞卡片貼到黑板上。
9. T: Nancy watched a film with her family.
Did she like the film?
Did her family like the film?
Yes, they all like the film very much.
T: Let’s enjoy the whole cartoon.播放整篇課文錄音。
Do you like the cartoon? Ss: Yes.
T: It’s interesting. CAI出示課文前言。
T：Please read the narration and try to answer the questions. Read by yourself. 學生自讀前言。
T：Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答，帶領(lǐng)學生讀體現(xiàn)該答案的原句。
10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟錄音讀。
跟讀過程中教授 fun 出示單詞卡片 貼到黑板上 出示CAI，Here are five sentences for you. Read and judge, whether they’re true or false.要求學生拿出課前發(fā)的判斷題，學生自己答題。
T: Let’s check the answer. 集體校對。 提醒學生看黑板。
11. T：Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy? 指名一個學生與師示范朗讀。
T：Choose one picture which you like and practise it with your partner. 學生選擇一幅圖操練 指名學生朗讀。
Step 4 Retell the dialogue
根據(jù)黑板上的短語，指名要求學生復述課文。 （通過復述課文，檢查并培養(yǎng)了學生的理解能力和口語表達能力，調(diào)動了學生的理解，促進課堂學習效率。）
Step 5 Do a report
T: I had a good time this National Day holiday.
Please look at the screen.（CAI） 學生看視頻表格，師描述自己的國慶節(jié)假期。
T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 學生自己根據(jù)表格完成短文。
校對，指名一個學生朗讀短文。
（讓學生用自己的語言來敘述自己的故事，給學生提供拉真實的情景去使用語言，以活動促說，以活動促用，充分體現(xiàn)了任務型教學理念，發(fā)展了學生的語言技能，提高了學生應運用語言的能力）
Step 6 Assign homework
1. Listen to the tape and read after it.
2. Copy the new words and phrases for three times.
3. Finish the story about your holiday
英語小學六年級上冊的教案 篇2
一、教學內(nèi)容
1.圍繞本單元重點詞匯和句型進行復習鞏固。
2.進行聽說讀寫四項能力方面的訓練。
二、教學目標
1.能夠正確理解和表達本單元詞句。
2.能夠圍繞本單元重點內(nèi)容完成段落書寫。
三、教學重點和難點
1.本課的教學重點是：對前三個單元學習的基本詞匯和交際用語進行全面的檢測。
2.本課的教學難點是：B項對話活動。D項書寫文段的活動。
四、教學手段
教學錄音磁帶、卡片、掛圖
五、教學方法
情境教學法、聽說法、翻譯法、語言交際法
六、教學步驟:
1.Sort game Read the flash cards
2.T Show the pictures of partA. T: What can you see in these pictures? Where are these places? What do you know about Lhasa/Egypt/crocodiles?
3.Ss listen to the tape, and match.
4.Discuss the answers with the partners, listen again and check the answers in class.
5.Ask the Ss to read PartB. And listen to the tape.
6.The Ss can make a dialogue in pairs, and act out.
7.Part C Read and answer the questions: When did Marco Polo come to China? Did Marco Polo have an uncle? Where did Kublai Khan send Marco Polo? When did Marco Polo leave China? Did Marco Polo write many stories about China in a book? What’s the name of this boo?
8.Do the exercises, check the answers.
9.Ask the Ss to read Part D, and choose one to think about.
10. Write.
11.Homework: Finish the writing.
英語小學六年級上冊的教案 篇3
一、教學內(nèi)容:
六上Project 1 A、B部分
二、教學目標：
1.知識目標
(1)在語境中對U1-U4的知識進行復習和運用。
(2)復習并學習部分動詞過去式的不規(guī)則變化形式。
2.技能目標
指導學生運用學習策略，自主歸納學習。
3.情感目標
通過本單元學習，激發(fā)學生對英語學科的好奇心以及學習興趣。
三、教學重點:
復習并學習部分動詞過去式的不規(guī)則變化形式。
四、教學難點:
復習并學習部分動詞過去式的不規(guī)則變化形式。
五、教學準備:
課件，練習紙三張,板書
六、教學過程:
Step 1 Greetings
Free talk
1. Topic: travelling
2. Show the students a map of the world.
If you have a lot of money and a long holiday, where do you want to go?
[設(shè)計意圖]教學一開始通過讓學生自由設(shè)想要去的地方，讓學生有話可說也愿意說，并未下文旅行話題做鋪墊。
Step 2 Presentation and practice
Today，I’ll take you on a trip.
The first stop: Denmark
1.大致了解丹麥的地理位置
Do you know anything about Denmark? For example, big or small?
Where is the country?
2.了解丹麥童話家安徒生及他的作品尤其是皇帝的新裝
a.
Do you know any people from Denmark?引出Anderson
Do you know his stories? PPT呈現(xiàn)他的童話作品并引出“The Emperor’s New Clothes”
b.
It was written by him. In our book, it is called “The king’s new clothes”
PPT呈現(xiàn)U1 Learning tip: recite the text
因此要求學生以故事的形式復習U1 Story time
Tips: 1. Prepare to tell the story in group of 4.
2.Tell the story picture by picture. Each one in your group tells about one picture.
Ss四人小組合作/上臺講故事
c.
引出皇帝新裝加強版故事Here’s another story “ The Emperor’s New Clothes”
新故事共四段，從易到難。每位學生自己選擇合適自己的一段，完成后可幫助他人。
Check the answers.從易到難校對新故事。
在講述新故事內(nèi)容時指導學生：Note the past forms of these verbs. Mark the new past forms.
并板書板書每段中出現(xiàn)的新動詞過去式
第二段：give-gave begin-began
第三段：put-put praise-praised(用英語解釋該詞的意思) forget-forgot
由此引出學習策略1 How to learn better about past forms：Collect the past forms of verbs while reading. Make a portable word book for yourself. Learn more from a grammar book.
[設(shè)計意圖]設(shè)計旅行這一話題，引出第一站丹麥并由此引出童話作家安徒生及他的代表作品，讓學生擴充課外知識的同時鞏固U1皇帝新裝的課文內(nèi)容，之后呈現(xiàn)加強版的故事，讓學生自主選擇難易完成故事復習并學習部分動詞過去式，并適時傳授學生學好動詞過去分詞的策略。
The second stop: The UK
了解教師的英國旅行經(jīng)歷
a. Ask and answer :Guess what I did there?
可以讓學生用Did you …?或特殊疑問句提問老師。
b. Question time
出示老師在倫敦某一天的照片讓學生利用What …? Where…? Who…? When…? How…?結(jié)合圖片信息小組合作完成五個問題。教師指正問題后請學生猜測問題的答案，老師評價。
c. Show the answers
老師通過日記中詩歌的形式出示剛才圖片的答案。要求學生先試著完成詩歌并朗誦，老師點評但不否定他們的答案。最后出示老師自己的詩歌。
并出示一些是詩歌中的新的動詞過去式：wake-woke meet-met ride-rode
sit-sat teach-taught feel-felt think-thought tell-told
按照規(guī)律整理動詞過去式，并對比朗讀，加深印象。
與此同時指導學習策略2。
The third stop: Hong kong
Do you know the history of Hong Kong?
用已學的動詞過去式，試著說說香港的過去和現(xiàn)在。
For example: ...but now….
Step 3 Homework
1.復習U2-4課文
2. 整理學到的動詞過去式
3.準備旅行照片，預先查找照片上的地名如何用英語表達，準備下節(jié)課制作holiday album。
英語小學六年級上冊的教案 篇4
第一課時
一、教學目標
知識目標
1、能聽懂.會說.會讀和會拼: blackboard bookcase music computer sometimes near songbook
2、能聽懂.會說.會讀: our classroom watch TV lots of
3、能聽懂.會說.會讀和會寫句型: There is/are ...in/on/near...
能力目標
1、能用There be句型介紹某一場所。
2、提高學生的閱讀能力。
情感目標
讓學生了解貧困地區(qū)的教室等，珍惜我們所擁有的生活。
二、教學重難點
1、能聽懂.會說.會讀和會拼: blackboard bookcase music computer sometimes near songbook
2、能聽懂.會說.會讀: our classroom watch TV lots of
3、能聽懂.會說.會讀和會寫句型: There is/are ...in/on/near...
4、能用自己的話介紹某一場所。
三、教學方法
直觀情景
四、教學工具
PPT
五、教學過程
Step1 Warm-up
1、Greetings
2、Free talk
T:What's your job? T: What's my job?
T:Do you want to know more about me?(引出bright)
Step 2 Presentation
1、 T:What's in my study?
以書房圖為中心，講授生詞near，lots of, sometimes, songbook.
2、 總結(jié)There be
3、Have a rest引出句型What's in the classroom
Step 3 Practice
What's in the classroom?
There is/are...
Step 4 Presentation
1、Watch a cartoon and answer questions
2、跟錄音讀課文
Step5 Practice Read in roles
Step 6 Consolidation
1、To be a guide
2.show some pictures
Step 7 Homework
1. Read the passage fluently.
2、 Introduce your bedroom to your classmates.
第二課時
Teaching Aims(教學目標)
學生可以掌握單詞及字母：boy,girl,egg,fan,Ee,Ff
學生可理解使用句型：Are you Kitty? Yes，I am./No,I am not.
Teaching Importances(教學重點)
boy,girl,egg,fan,Ee,Ff
Teaching Difficulties(教學難點)
Are you Kitty? Yes，I am./No,I am not.
Cultivation Education Training Points(養(yǎng)成教育訓練點)：
繼續(xù)培養(yǎng)學生對英語的學習興趣，幫助學生逐步養(yǎng)成善于觀察、勇于表現(xiàn)的好習慣,引導學生發(fā)現(xiàn)身邊的英語。
Teaching Methods(教學方法)
游戲法，小組競賽法,情境法
Teaching Tools(教學用具)
多媒體課件
Teaching Procedures(教學過程)
Pre—task preparations
1、播放音樂，帶領(lǐng)學生朗讀兒歌，感受Are you …?句型。
Are you a boy?
Are you a boy?
Yes，I am.
Yes.I am.
Are you a girl?
Are you a girl?
No，I'm not.
No，I'm not.
2、請個別學生用課時一學過的句子介紹自己。
S1：Hi，I'm…(name).I'm a… (boy/girl).
While-task procedures
1、出示Listen and say的圖片,播放錄音或多媒體動畫，讓學生跟讀對話。板書句型Are you …? Yes，I am./No，I'm not.讓學生跟讀，然后通過提問幫助學生理解該句型的用法。
T: Are you…?
S1：Yes，I am./No，I'm not.
2、再次播放Listen and say的錄音，讓學生跟讀。然后請一個學生上來戴上眼罩，再請另外三個學生和教師一起參與游戲，在游戲中不斷重復問Are you…?
S1：Are you…?
S2：Yes，I am./No，I'm not.
S1：Are you…?
S3：Yes.I am./No.I'm not.
3、Listen and guess：猜謎游戲。通過游戲幫助學生操練句型Are you…?先讓學生看Play a game欄目的對話，然后請一個學生蒙上眼罩，站在講臺上，另一個學生與他/她打招呼，蒙眼罩的學生根據(jù)聲音猜猜是誰在打招呼。
S1：Hello! I'm a girl/boy.
S2：Are you…?
S1：No.
S2：Are you…?
S1：Yes，I am./No.I'm…
4、出示Kitty, Alice，Joe，Peter的圖片，每次請一位學生上來選擇一張人物圖片并扮演人物作自我介紹，請其他學生猜猜他/她是誰。
Sl：(pick the card of Kitty)I'm a girl.
Ss：Are you Alice?
S1：No.I'm Kitty.
Post-task activities
1、學生四人一組分角色朗讀Listen and say的對話。鼓勵學生仿照Listen and say的內(nèi)容玩捉迷藏游戲，邀請一組學生上來玩游戲。
S1，S2&S3：One，two，three! Come and catch me.
S1：I'm a…
S4：Are you…?
S1：Yes，I am./No.I'm…
S2：I'm a…
S4：Are you…?
S2：Yes。I am./No.I'm…
S4：You're…
S3：Yes.I'm…
2、把學生分為四人一組，發(fā)給每個小組四張人物圖片，請每個組員挑選一張，然后根據(jù)圖片扮演角色。要求學生用Are you…?句型互相詢問對方的身份。
S1：(to S2)Are you Mr…?
S2：Yes，I am./No，I'm not.I'm…
Blackboard Design(板書設(shè)計)：
Unit3 Are you Kitty?
Are you…?
Yes，I am./No，I'm not.
英語小學六年級上冊的教案 篇5
一、教學目標與要求
1. 能夠聽、說、認讀what，where，when引導的特殊疑問句并能做出相應回答。
2. 能夠聽、說、讀、寫四會句子：Where are you going this afternoon? I'm going
bookstore.What are you going to buy? I am going to buy a comic book.
3. 能夠聽懂Let's try部分的對話并完成聽音選圖的練習。
4. 能夠使用各種疑問句釆訪他人的活動安排并做記錄。
二、教學重、難點分析
1. 本課時的教學重點是三個特殊疑問句的問與答以及各種信息的替換和交流。
2. 本課時的教學難點是學生能運用what，where，when疑問句進行真實的交際以工組四會句型的正確書寫。
三、課前準備
1. 教師準備一張簡明地圖，標出bookstore，shoe store，fruit stand，pet shop等場所。
2. 教師準備各商店所出售的貨物的小卡片。
3. 教師準備錄音機和本課時的錄音帶。
4. 教師課前在黑板上畫出下列表格：
四、教學步驟和建議
1、熱身(Warm-up)
(1)全班一起吟唱Let's chant的歌謠。
(2)單詞拼寫小能手
要拼寫的單詞包括：this morning/afternoon/evening，next week，newspaper，
postcard等。可采取小組合作的“接龍式”拼寫形式；也可以選取組內(nèi)一名學生拼寫全部單詞。拼出單詞最快最多的組獲勝。
(3)教師出示簡明地圖，師生問答如下：
r：What shop is it?
s：It's a bookstore.
r：What can you buy in the bookstore?
s： …
在學生回答各商店所出售的物品時，教師根據(jù)其回答貼出物品的小卡片，如：
Fruit stand：orange，apple，pear，banana….Shoe store：sneakers，sandals，boots….(此時可引導學生說“a pair of sneakers/boots'’等)
2、預習(Preview)
Let's try
教師指著地圖中的商店及各商店所出售的物品說：Look!There are so many storesand so many goods.Let's listen to the tape and find out：
①Where is Sarah going?
②Whatis she going to buy?
③Who is she going with?
教師放三遍Let's try部分的錄音，以上問題可根據(jù)學生的實際情況分三次提出，直到多數(shù)學生能回答并能將前兩項答案填人教師課前畫出的表格中。在填表過程中，教師請學生一起拼寫其中的四會單詞，如：bookstore，comic book。
錄音內(nèi)容如下：
Chen：Hi，Sarah，where are you going after school?
Sarah：Hi，Chen Jie. I'm going to the bookstore.
Chen：What are you going to buy?
Sarah：I'm going to buy a dictionary.
Chen：1 want to buy a comic book.Let's go together!
Sarah：OK!
3、新課呈現(xiàn)(Presentation)
Let's talk
(1)“my shopping plan”
教師指著黑板上的簡明地圖及表格說：Look， Sarah and Chen J1e are going t(bookstore.Where are you going? What are you going to buy? When are you going？ Please write a shopping plan.指導學生結(jié)合表格中的購物地點、時間及商品三項提示，根據(jù)自己的購物；制定一個購物計劃，組內(nèi)學生可以互相交流討論。
學生做好計劃后，師生根據(jù)表格中的三點要求：where，what，when進行。
(教師將獲得的信息逐項填人表格)，如：
了：Where are you going?
s：I'm going to the fruit stand.
r：What are you going to buy ?
s：I'm going to buy some apples.
r：When are you going?
s：I am going at 5 o'clock in the afternoon.
教師先與幾名學生進行上述對話，再由學生提問來獲知教師的購物計劃由學生將有關(guān)信息填人表格中。 學生兩人一組互相了解對方的shopping plan，靈活運用where，when，what導的三個疑問句互相提問和回答。
(2)教師放課文的錄音，學生靜聽后跟讀，再分角色朗讀。
(3)學生兩人一組根據(jù)課本上的替換圖對對話中的各種信息進行替換，教師文指導，并請幾組學生進行示范。
(4)教師引導學生進行四會句子的書寫。
Pair work
(1)學生兩人一組相互采訪，根據(jù)表格中提供的三個疑問句了解同伴當天下午活動安排(不一定是購物)，并簡要記錄信息。
(2)教師請幾組學生在班級內(nèi)演示采訪過程。教師可對采訪者的采訪記錄進行調(diào)查和評價，也可在不同桌的學生之間展開互評。
4、鞏固和延伸(Consolidation and extension)
(1)學生抄寫本課時的四會句子。
(2)學生課后對父母或朋友的近期活動進行采訪，記錄結(jié)果并錄音，把文字及料以及錄音材料交給教師。
(3)學生吟唱本單元的歌謠，錄音后與錄音帶進行比較，不斷改進語音語調(diào)。
課后反思：
本課的教學重點是三個特殊疑問句的問與答以及各種信息的替換和交流，也是難點所在。學生通過本單元前四課的學習基本上掌握了將來時的表達方法:What are you going to do?---I’m going to……這個句型。但本課是在此基礎(chǔ)上增加了另外兩個以where/when來提問的特殊疑問句，學生很容易把哪里、什么時候、干什么混淆在一起。所以下節(jié)課還應重點操練這三個句型。