外研社Join in 新版六年级上册全册教案

Question 5: Where will the children go and visit in London? Question 6: What are the people from the ship doing? 7b录音稿:

1. Shanghai is the biggest city in China. 2. London is the capital of the UK. 3. It is in the south of England.

4. They usually eat turkey, sweet potatoes and other vegetables. 5. They will go and visit Tower Bridge and the London Eye. 6. They are looking for a new home. 答案： 2 5 1 4 3 6

8. Tick the words which go together. Then read all the expressions.勾一勾，读一读。

Step l 学生打开课本到第30页，仔细观察表格，弄清题意。

Step 2 学生仿照例子完成表格，师生共同核对答案，然后全班朗读表格中的短语。 Step 3 老师示范，如listen to English/the radio，以此类推，引导学生说出更多的动词短语。

答案：get on the bike; get off the bike; drink milk; eat potatoes 9a. Listen and read Xiao Yu’s composition. 听一听，读一读。 9b. Read again and then answer the questions. 读一读，答一答。

Step l 老师播放录音，学生通过回答问题What is the passage about? 初步了解文章大意。

Step 2 老师呈现9a的两幅图片，引导学生说出两幅图的不同之处。

Step 3 学生打开课本到第31页，带着9b中的4个问题自主阅读短文，完成练习。 Step 4 全班核对答案，并请做对的同学说出理由。

Step 5 老师再次播放录音，学生逐句跟读，然后采取不同形式朗读文章，如全班 读、分小组读等。

Step 6 学生在老师的引导下，尝试描述Today’s Wuhan和Yesterday’s Wuhan或其

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他城市，并选出若干学生进行展示，老师给予指导和评价。 9a录音稿：

I live in Shenzhen, a city by the sea. It is clean and beautiful. It is also a busy city. There are many tall buildings in the city. Kingkey 100 is the tallest. It is over 440 metres high. I love my home city!

But more than 30 years ago, it was a very small town. There were only some small shops in the streets. There were not any tall buildings. Most people were fishermen. Life was hard at that time. 答案： 1. Yes, it is. 2. Yes, there are. 3. No, it wasn’t. 4. No, there weren’t.

Unit4 Accidents教学设计

一、教学目标

1. 掌握不规则的动词过去式was, had, broke, went, cut, put, found, came, saw, fell等。

2. 能初步理解和运用过去时的一般疑问句Did he/she...?及其回答。

3. 能根据图片和听到的句子补全对话What’s the matter with you? My ... hurt(s). 并能运用句型交流有关伤痛的信息。

4. 能根据图片，按照故事情节发展给句子排序，并讲述故事。 5. 能借助图片读懂故事Bad luck for Tony，并能够正确朗读和表演。 6. 了解人称代词he和物主代词his的意义与基本用法。 7. 能学唱英语歌曲Take care。 二、教学建议

1. Look, listen and read.看一看，听一听，读一读。

Step l老师利用图片或课件创设情境，引出本单元话题：Accidents，学生理解并学说单词。

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Step 2学生打开课本到第32页，仔细观察两幅图片，老师可以用问题引导学生初步理解，如：Who are they? Are they OK? What’s the matter? 等。 Step 3老师播放录音，学生感知短文内容。

Step 4老师再次播放录音，学生在图片的提示下，理解短文内容。老师可以设计一些问题以引导学生深入理解短文，如判断对错。 1. Joel had an accident when he was eight. 2. He broke his head and his left arm. 3. He was in hospital for five weeks.

4. Joseph was on holiday with his parents last year. 5. He cut his hand when he went swimming. 6. His mum put a bandage round his foot.

Step 5 师生共同核对答案，老师借助图片和课件帮助学生理解并学说新单词broke, cut, broken, bottle, bandage等。

Step 6老师设计动词原形与过去式配对的活动，帮助学生初步学习不规则动词的过去式：go—went, is/am—was, have—had, break—broke, cut—cut, put—put等。 Step 7 学生自主阅读短文，老师可以设计相应的活动帮助学生巩固短文内容，如： Choose and fill in the blanks. broke, had, hospital, was, right, bike When Joel _______eight, he_________an accident with his. He_______his leg and his _______arm. He was in_________for four weeks. went, put, cut, parents, bottle Last year Joseph was on holiday with his ________. One day he______ swimming. He _______his foot on a broken ________.His mum ________a bandage round it Step 8 学生在老师的指导下按意群进行朗读。 录音稿：

When I was eight, I had an accident with my bike. I broke my leg and my right arm. I was in hospital for four weeks.

Last year I was on holiday with my parents. One day I went swimming. I cut my foot

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on a broken bottle. My mum put a bandage round it.

2. Fill in he or his. Then read and check.填一填，读一读，核答案。

Step l老师设计一些活动，帮助学生复习和巩固人称代词、物主代词he/his，she/her 等，如选词填空。

_______ (His/Her) name is Mike. _______ (He/His) is ten year old. _______ (His/Her) name is Fu Xuetong. _______ (He/She) likes reading.

Step 2 学生打开课本到第32页，自主阅读小短文，完成填空练习。老师巡视指导。

Step 3 师生共同核对答案。

Step 4 学生大声朗读短文，老师注意引导学生按意群进行朗读。 Step 5老师提问，学生根据第一、二部分的短文内容进行回答，如： T: Did Joel have an accident when he was eight? Ss: Yes. T: Did he break his left arm? Ss: No. He broke his right arm.

Step 6重复以上对话几次，确保学生理解问句，然后引导学生尝试用句子Did he…? 提问。

Step 7采取师生对话、学生对话等多种形式操练对话。 Step 8学生同桌活动，互相问答，交流以上短文内容。 Step 9根据学生的活动情况，请2-3组学生进行展示。 答案：

1. he, his, He, his, his, He 2. his, he, He, his

3a. Look at the pictures. Put the sentences in the correct order.看一看，写序号。 3b. Listen and check.听一听，核答案。 3c. Listen again and read.听一听，读一读。

Step l 利用课件或图片，逐步呈现故事中的场景，引导学生进行预测和想象，如： What can you see in the picture? What did the children see?

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