外研版小学英语教案(热门10篇)
发表时间：2021-09-12外研版小学英语教案(热门10篇)。
◉ 外研版小学英语教案
单元教材分析单元学情分析
1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went，read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。
六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点,激发学生的好奇心，吸引他们的注意力;唤起学生的.感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。
单元教学目标：
1.能力目标
(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents.
(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t.
(3)能够对某人过去某天所做的事情进行简单地叙述。
(4)能够唱歌曲At the Zoo
2.知识目标
(1)掌握A、B部分Let's learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。
(2)听说、认读A、B部分Let's learn 、Let's talk中的加粗句子。
(3)能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。
(4)能够理解并会说唱Let's chant。
(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。
3.情感、策略、文化等有关目标
(1)情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。
(2)学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。
(3)文化目标：了解一些西方国家图标的意思，培养学生的环保意识。
课时教学设计
课题：Unit3 A Let’s try Let’s talk备课人：上课人：
教学目标：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang.并在实际情境中灵活运用。
教学重点：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang.并在实际情境中灵活运用。
教学难点：
1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。
2.如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
录音机，磁带，单词卡，挂图。
第几课时：1
探索流程个性添加(教学反思)
Step 1. Warm- up and revision
1、Enjoy the song: At the zoo
2、Daily oral practice
Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?
Step 2. Presentation
Let’s talk
设计主情景“我是小小侦探”
1、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?
J: I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?
Sarah: Hmm! I watched TV.
John跑去问了Wu Yifan.
J: What did you do last weekend?
W：Hmm! I played football.
板书句型：What did you do last weekend? I played football. 学生朗读。
教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.
T: What did you do last weekend?
S1: I …
T: What did you do last weekend?
S2: I …
T: Did you help the teacher clean the classroom?
引导学生回答。
板书help，并朗读。
Step 3. Consolidation
2、Activity 2
3、Activity 3 Make the chant.
4、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend?
Z: I played football at school.
J: Did you help the teacher clean the classroom?
Z: Yes, I did.
J: Oh, Zoom. You are great!
5、听录音，跟读书本对话。
6、学生一起朗读对话。
板书设计作业布置
Unit3 Last weekend
What did you do last weekend?
Where did you go over your holiday?
What did you do?
◉ 外研版小学英语教案
一、重点短语
1. 为……而死 die for...
2. 得知 learn about3. 放弃 give up4. 独自地 on one’s own5. 感到骄傲 be proud of6. 足够好 good enough7. 那时 at that time8. 最后 in the end9. 并且 as well as10. 死于 die of11. 照顾 take care of 12. 又一次 once again13. 需要 in need of 14. 不得不 have to
二、重点句型
1. one of the best... 最好的……之一
2. manage to do... 设法做……3. start doing... 开始做……4. stop doing... 停止做……
三、重点语法
because 作连词，意为“因为”，表示必然的因果关系，语气较强，通常放在主句之后，若需强调则放在主句之前，常用来回答疑问词“why”提出的问题，例如：We have to play inside because it is raining.因为下雨，我们不得不在屋里玩。
so 可以引导结果状语从句，但是 so 和because不能同时使用，例如：
Haste makes waste, so be careful as you work.欲速则不达，所以工作时要仔细。
so that 引导的目的状语从句中通常带有 can, could, may, might, should 等情态动词。so that 引导的从句在主句后，从句前不用逗号，例如：
I stay on so that he may not feel lonely.我留下来以使他可能不会感到孤独。
◉ 外研版小学英语教案
教学目标：
1) New words: dumplings, want,, make, nice, cook, vegetables, love
I’m making some dumplings.
Do you want some rice?
Yes, please.
No, thank you.
3) Talking about Chinese and western food
pictures, word cards, a recorder, food
1. Review the text of Module 5, Unit 1
2. Remember the text.
1. Review the food words.(e.g.: noodles, soup, make, cakes, rice, fish)
Yes, please.
No, thank you.
Activity1. Listen and say.
1. Learn the new words.( dumplings vegetables, want,, make, cook, love)
2. Word Game: Who is the quickest?
3. Learn the new sentences: I’m making…。/I’m cooking…
4. Distinguish “cook” and “make” and do more examples, e.g.:
I’m making soup/cakes/noodles.
I’m cooking rice.
5. Ask and answer: I’m making…。/I’m cooking…(dumplings/vegetables)
6. Play the tape, pause it after each utterance, get ss to repeat the sentences.
7. Read the text together.
Activity2.Act it out.
1. Look at the slide and read the sentences.
2. Ask the students to read the dialogue together.
3. Ask them to practice in pairs, then make the dialogue.
四、 Exercises Listen and point.
1. Look at the pictures of AB Unit2 Ex 1,point ,ask and say.
(e.g.: What are they? Who is he? Who is she? What are they doing?)
2. Listen and number, then point.
3. Review the text, and then try to remember.
1. Rememeber the following words: make, cook, want, love, vegetables
2. Read Part 1.
3. Copy the following sentences:
What are you doing?
I’m making cakes.
Do you want some?
Yes, please.
板书设计：
What are you doing?
I’m making cakes.
Do you want some?
Yes, please.
◉ 外研版小学英语教案
Teaching Aims：
1.Get the Ss to talk about their hobbies and interests.
2.Help the Ss write a composition
3.let students realize how important the sports are
o My favorite sport is … because …
o I like … because …
o I became interested in it when …
o My favorite athlete/footballer/sportsman is …
o I like him/her because …
o I practise …
Teaching Important Points：
1.Get the Ss to talk about their hobbies and interests.
2.Enable the students to write a composition
Teaching Difficult Points：
1.How to talk about hobbies and interests.
2.How to write a composition about their favourite sports.
The General Idea of Th is Period：
This period has two aims—to encourage the Ss to think and talk creatively about their hobbies and interests and to organize their ideas into a composition and to enable the students to write a report about their favou rit e sport.
Teaching Aims：
1.Get the Ss to talk about their hobbies and interests.
2.Help the Ss write a composition
3.let students realize how important the sports are
o My favorite sport is … because …
o I like … because …
o I became interested in it when …
o My favorite athlete/footballer/sportsman is …
o I like him/her because …
o I practise …
Teaching Important Points：
1.Get the Ss to talk about their hobbies and interests.
2.Enable the students to write a composition
Teaching Difficult Points：
1.How to talk about hobbies and interests.
2.How to write a composition about their favourite sports.
Teaching Methods：
1.Discussion in pairs and in groups.
2.Practice.
Teaching Aids：
1.A multimedia computer.
Teaching Procedures：
Read the words loudly and have a competition
Show some picture in which the teacher is doing something she likes to arouse students interest
Task1:
Making a Survey on Others ’Interests or Hobbies
Q1:What is your favourite sport?
Q2:How you became interested in that sport:
Q4:What do you do to improve your skill?
Q5:Who is your favourite athlete? Why do you like him or her?
注意：1.划线部分的连接词是把不同的思想连接在一起。(first, although, apart from 除—之外)but)
2.方框里面的连接次为了增加一些信息(especially, such.as, too, as well)
4. 复查纠错。
说明：A层同学要求：句子结构正确，时态使用正确，并使用适当的连接词。
要求：1. Begin by explaining which sport you like best and why.
2. Give reasons for why you like the athlete be st.
3. What you do to improve your skill.
4. Fini sh by saying what you hope to do with this sport in the future.
Homework：
Check their compositions again and write one.
Sum up what we have learnt in this un it.
◉ 外研版小学英语教案
What are you doing ?
课时
教学目标句型“What are you doing? I am ….”。
德育教学目标多关心别人。
教学重点句型“What are you doing? I am ….”，并能在情景中进行应用。
动词及动词短语的现在进行时的表达，即ing形式。
教学难点动词ing形式的读音。
实际情景中语言运用的'能力。
教学准备课件卡片CD
教学板块教与学预设
(师生活动)教学重构
(修改意见)
前置性作业
一、自学本课单词，熟读，并会拼写。
二、搜集查询各种动词的ing形式，课堂展示给大家。
三、熟读课文。
教学过程
课前3分钟内容：
教师出示几幅进行时态的图片，让学生以小组竞赛的形式表述进行时态的句子，给小组加分。
1、Warm up (热身)
活动一：歌曲演唱
教学参考时间：1—2分钟
教师播放歌曲What Are You Doing?的录音，师生共同演唱。
活动二：口语练习
教学参考时间：1-- 2分钟
教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如：
A: My English name is …. What's your English name?
B: M y English name is …. How do you do?
A: How do you do? Where are you from?
B: Australia.
A: What are you doing?
B: I'm waiting for my mom.
A: Nice to meet you. Good-bye.
B: Bye.
2、Review (复习)
活动三：词汇复习
教学参考时间：4—5分钟
教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。
教师说动词短语，学生做动作，再次复习第一课时的短语。
学生边做动作边说单词。
鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。
教师在黑板上写好两列词，让学生连线并进行问答练习。
drawing the dishes
doing the phone
answering a book
cooking pictures
reading dinner
3、Presentation (呈现新知)
活动四：猜猜猜
教学参考时间：3—4分钟
让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing?，抽取卡片的学生站起来边做相应的动作边回答I am…请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing?再进行下面的活动。
学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am ….
活动五：句子接力
教学参考时间：1-- 2分钟
学生五人一组。教师问各组的第一名学生Hello. What are you doing?每组的第一名学生回答后转身问后面的学生：What areyou doing?，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
活动六：试试看
教学参考时间：2—3分钟
教师播放Let's try部分的录音，让学生完成听录音选图的练习。录音内容如下：
(The phone rings.)
Hello.
Hi, Sarah. It's John.
Hi, John. What are you doing?
I am reading a book. What are you doing?
I'm doing the dishes.
----What is John doing?
----What is Sarah doing?
活动七：对话学习
教学参考时间：6—7分钟
教师播放Let's talk部分的录音，学生跟读。
学生自己读对话内容。
教师出示Let's talk中的图片和道具电话，指导学生进行代换练习。
学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。
做小双簧的游戏：学生2人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawingpictures.让学生两人一组操练后，请几组学生上台表演。
4、Let's play (趣味操练)
活动八：打电话
教学参考时间：2—3分钟
做Pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawingpictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
活动九：玩一玩
教学参考时间：3—4分钟
做“看口型，猜句子”的游戏：教师指着黑板上的句子说：Iam….，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。
做Let's play的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing?，站在前面的学生边做动作边回答Iam….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成5、Consolidationand extension (扩展活动)
活动十：看故事
教学参考时间：3—4分钟
教师问：What do you usually do at 9:00 p.m.?指导学生根据实际情况回答。
让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is thatZoom?，简单表述挂图内容。
引导学生听录音阅读故事。
教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering thephone? Is his father playing computer games?引导学生做回答。
请学生两人一组，分别扮演Zip和Zoom的爸爸表演故事。
教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。
活动十一：练一练
教学参考时间：3—4分钟
做本单元A Let's learn部分的活动手册P34配套练习。
教师指导学生理解题目要求，指导操作方法.。Listen and number是按所听内容表明序号，Ask and write是在同学问答的基础上填写单词和动词短语。
教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。
学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。
板书设计Module 4 Unit 1
Whatare you doing ?
I’m ...
◉ 外研版小学英语教案
外研版三年级英语教案篇1
教学内容：
本节课是《新标准英语》三年级起(第一册)Module7 Unit2的教学内容How old are you?
教学目标：
1、学习目标语句：How old are you ?I’m… …， You’re… … 单词：old，look，how old
2、能口头运用How old are you?I’m… …这类语句询问对方的年龄并回答。
3、能在图片提示下识别单词old，look.
4、学习本课的歌曲，这项内容不作要求，让学生根据自己的情况选择学习与掌握。
重点难点：
能用How old are you来询问对方的年龄，并能用I’m… …作回答。
教学准备：
录音机，磁带
教学过程：
一、 热身复习
1、带领学生唱学过的英文歌《Please stand up》，《Ten little fingers》。
2、让学生以开火车的形式说数字，复习1——12的数字。 (齐唱旧歌，开火车说数字都是为了激发学生学习兴趣，调动学生的积极性，也是为后面学习表述年龄作铺垫)
二、课文导入
对学生的表现进行鼓励表扬，然后针对课文内容向学生提问：“How old is Sam?”引导学生给出答案：“Sam is nine.”
(这样的导入既简明也对启发学生理解How old的意思起到一定作用)
师对学生说：“大家知道Daming的年龄吗?今天的手工课上，大家都在制作年龄牌，Daming闹了一个小笑话，我们一起去看看吧!(激发学生的好奇心，想去学习课文，一探究竟)
板书课题：How old are you?(让学生跟读几次，明白中文意思。)
三、 课文教学
1、播放录音前，请学生仔细看书上的图，并试着猜测故事的情节。有的学生可能会提出一些疑问，请学生带着疑问听录音。
2、老师可以在听录音前向学生提出一些具体的问题，请学生在听的同时找出问题答案，例如：“How old is Sam?How old is Daming?What are the children doing?Why are the children laughing at Daming?”老师再使用中文重复这些问题。
3、(播放录音)听过第一遍录音后，老师可以请几个较好的学生试着回答刚才的问题，老师先不要公布正确答案。请学生看着书听第二遍录音，请刚才没有找到问题答案的学生再次回答问题。
4、其后，老师可以请学生以小组为单位，找出问题的正确答案(Sam is nine.Daming is nine,too.They are making age badges,He wears his age badge upside down)。
学生可以使用中文回答后两个问题。回答正确的学生由老师给予适当的奖励。
5、再听几遍录音，请学生跟读。
6、老师教读并讲解全文。再让生齐读全文，在自由朗读，最后请学生以小组为单位表演课文，请几个小组到教室前面展示。
四、 完成任务
完成运用任务1(Act it out)： 把学生分为多人小组，仿照书上的事例使用“How old are you?I’m… …”进行关于年龄的问答。作重强调相同的岁数最后要使用Too.(可多请几个小组) 完成运用任务2(Sing the song)
1、先让学生读歌曲，理解大意，作重理解How old are you and How are you。
2、播放歌曲，让学生整体感受音乐，再轻声跟唱，反复几次后，齐唱歌曲。
完成运用任务3(Game)： 仿照书上的事例开展游戏，复习数字1——12，老师也可以使用“Simon says”的形式开展这个游戏。首先请全班学生逐个报数(可以重复)。
当每个学生都知道自己的数字后，老师开始发出口令，例如：“Simon says‘2，4，6and10，stand up，please.’”数字为2，4，6，10的学生要站起来。
如果老师的口令中没有“Simon says”，而学生错误地执行了口令，他们就要被罚出局。老师可以请被罚出局的学生发出口令。坚持到最后的学生获胜，由老师给予奖励。
五、课堂小结
外研版三年级英语教案篇2
教学目标：
1、Pupils are able to learn the new words：eyes、ears、nose、mouth
2、Pupils are able to describe the parts of the body：Point to...
3、the difference between his and her
教学重点：
The parts of the body.
教学难点：
the difference between his and her.
教学准备：
Card .Pictures .tapes . radio
板书设计：
Module10 Unit2 Point to her nose.
Point to his/her/my_______
教学过程：
Step1 Greeting
Step2 Warm-up
歌曲《Hello!Hello!》
Step3 Lead-in
出示一男一女两张图片(脸部暂时不贴五官)
看嘴型，猜单词，猜对的身体部位词贴在黑板上，最后成“一男孩”人型，出示女孩图，让学生明白her 和 his 的意思并进行教学。
Step4 Prensentation
(一)脸部五官
1.贴五官进行教学(eye, nose, mouth, ear)
全班读——小组读——个人读
要注意mouth一词中th的发音以及eye和ear的复数形式。
2.单词操练
幻灯出示：游戏What’s missing?
3.单词游戏：贴五官
句型This is her/his…的操练。
幻灯出示灰太狼和喜羊羊的脸部，让学生进行句型This is her/his…的操练。
(三) 句型教学(在本册第三模块学生已经学过)
生唱歌曲《Please stand up.》，导出point to…句型。(唱首歌放松)
播放CD-ROM，学习课文。
播放CD-ROM，学生听课文对话并回答问题：你听到了几个脸部器官?分别是什么?
师播放CD-ROM，学生跟读
Step5 Consolidation
1.游戏：Listen and do
同桌(一男一女)为单位，听老师的指令“Point to her/his eye/nose/mouth…，并做出相应的动作。
2.改编歌曲《Please stand up.》
Step6 Homework
1.听录音熟读课文。
2.模仿机器人分别给父母介绍自己及其他人的身体部位。
外研版三年级英语教案篇3
教学目标：
1. 能听懂特殊疑问句What is this?并能根据情况用It is a...回答。 2. 能使用特殊疑问句What is this?向他人询问和确认某件物品，语音语调正确。
3. 能听懂，会说duck, cow, pig, dog, cat的单数形式，发音准确。
重点难点：
1. 能听懂特殊疑问句What is this?并能根据情况用It is a...回答。
2. 能使用特殊疑问句What is this?向他人询问和确认某件物品，语音语调正确。
教学过程：
一、Warmup
1. Sing a song
(歌曲营造活跃轻松的气氛。)
2. Read the words one by one.
3. Each group introduces aname of animal themselves.
(热身环节让学生复习学过的单词，为本课学习打下基础。同时，发挥学生的主动性，让他们为自己组取一个动物名字进行小组竞赛。有趣的同时，从一开始就培养他们的合作精神。并由此开始了一个过程性评价。)
二、Revision
1. Ask and answer.
T: Do you like animals? What is this?
Ss: It’s a dog.
T: Now we are on a farm. Theclass is a farm.
Ss: Ok.
T: Let’s listen to the tape.
T: Now read after teacher:What’s this?
(学生跟读句型，师相机纠正学生读音。)
Ss: Read one by one.
T: What’s this? (师出示动物图片，提问。)
Ss: It’s acow/dog/pig/cat/duck.
2. A riddle: It’s an animal.It’s big. It has a big nose and big ears. It has small eyes.What is it?
3. Draw a pig on theblackboard.
(通过问答，复习所学的动物名词。)
三、Presentation
1. T: Today we’ll have acompetition: who’ll be the best of animals? The commentator should describe theanimals.
(提出任务，有利于培养学生的语言交际能力，同时让学生有目的、有针对性地学习。)
2. T: Look at the cow! Bigor small?
Ss: It’s big.
T: Look, what’s this?
S: It’s a duck.
T: What’s this?
S: It’s a dog.
课后习题
四、homework
1、听读B. Look and learn各五遍，家长签名。
2、跟读C. Say a rhyme三遍。
外研版三年级英语教案篇4
教学目标：
1.能听懂特殊疑问句What is this?并能根据情况用It is a...回答。
2. 能使用特殊疑问句What is this?向他人询问和确认某件物品，语音语调正确。
3. 能听懂，会说duck, cow, pig, dog, cat的单数形式，发音准确。
重点难点：
1. 能听懂特殊疑问句What is this?并能根据情况用It is a...回答。
2. 能使用特殊疑问句What is this?向他人询问和确认某件物品，语音语调正确。
教学过程：
一、Warmup
1. Sing a song
(歌曲营造活跃轻松的气氛。)
2. Read the words one by one.
3. Each group introduces aname of animal themselves.
(热身环节让学生复习学过的单词，为本课学习打下基础。同时，发挥学生的主动性，让他们为自己组取一个动物名字进行小组竞赛。有趣的同时，从一开始就培养他们的合作精神。并由此开始了一个过程性评价。)
二、Revision
1. Ask and answer.
T: Do you like animals? What is this?
Ss: It’s a dog.
T: Now we are on a farm. Theclass is a farm.
Ss: Ok.
T: Let’s listen to the tape.
T: Now read after teacher:What’s this?
(学生跟读句型，师相机纠正学生读音。)
Ss: Read one by one.
T: What’s this? (师出示动物图片，提问。)
Ss: It’s acow/dog/pig/cat/duck.
2. A riddle: It’s an animal.It’s big. It has a big nose and big ears. It has small eyes.What is it?
3. Draw a pig on theblackboard.
(通过问答，复习所学的动物名词。)
三、Presentation
1. T: Today we’ll have acompetition: who’ll be the best of animals? The commentator should describe theanimals.
(提出任务，有利于培养学生的语言交际能力，同时让学生有目的、有针对性地学习。)
2. T: Look at the cow! Bigor small?
Ss: It’s big.
T: Look, what’s this?
S: It’s a duck.
T: What’s this?
S: It’s a dog.
课后习题
四、homework
1、听读B. Look and learn各五遍，家长签名。
2、跟读C. Say a rhyme三遍。
◉ 外研版小学英语教案
1.众所周知，台湾属于中国。
2.事实上，他来到中国寻找更美好的未来。
3.让我们吃惊的是，那个吝啬的人也在尽全力帮助那些从汶川地震中幸存的人。
4.据报道，这种车专为盲人设计。
5.他给了我如此多的帮助，我真的想为他做些什么作为回报。
6.毫无疑问人们对无私的人评价很高。
7.他的建议很值得考虑。
8.长长的辩论之后，我们最后达成了一致。(reach an agreement )
9.一到旅馆，我就到接待处注册登记。
10通过提供大量的证据他证明自己无罪。(innocent )
(2)Fading beauty
She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.
The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.
“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).
Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”
However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.
In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum
一日暴之,十日寒之,未有能生者也。《孟子》
hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.
During World War II, French hid the painting in small towns to keep it out of the hands of German forces.
Like many old ladies, the Mona Lisa has some interesting stories to tell.
11. What does the writer mean by “time is catching up with the Mona Lisa”?
A. The painting woman is not so beautiful any more.
B. Ageing is something that affects us all.
C. The painting needs repairing.
D. At such an old age, she is no longer popular.
12.. What makes the repair work difficult?
A. The wooden panel is thin and old.
B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.
D. Experts can’t agree on how to carry out repairs.
13. What makes her so mysterious according to Professor Livingston?
A. The materials the Italian artist used. B. The way she smiles.
C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes
(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.
There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.
Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).
We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.
14. ________ are formed little by little.
◉ 外研版小学英语教案
Teaching Aims:
1. Words: quiet, loud, television,
2. Sentences: What’s that noise? It’s loud. I don’t like it.
Can you hear raindrops?
Emotion aims: 让学生懂得环境保护的重要
Difficult teaching points: quiet, loud,
What’s that noise?
Can you hear…
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. Sing a song
2. Listen and act
Step Two: Revision
1. Ask and answer :
What’s this/that? It’s…
What can you see? I can see…
What colour can you see? I can see..
2. Say something about the picture
Step Three: Presentation
1. Students start imitating the sounds of different objects. Ask: What’s that noise? Is it a/an…? To elicit: Yes, it is. / No, it is a/an…
2. loud, quiet
a.Turn up the radio. “It’s loud.”
Say “loud” loudly Write “loud” on the board
b.Turn down the radio. “It’s quiet.”
Say “quiet” quietly Write “quiet” on the board.
c. Imitate the sounds of different objects. Ask: Is it loud or quiet? To elicit: It is loud / quiet.
d: Play a game. Blindfold one of the students. Choose an object and hide it somewhere in the classroom. The rest of the class provides hints by saying : loud loudly when the student is getting closer to the object and quiet quietly when they are moving further away from it.
3. television
a.Look at the picture of television , then read after the teacher.
b.draw and say
4. Make some noises, then ask: What’s that noise? Is it a/an…
5. Play the cassette very softly. Ask: Can you hear? To elicit: No. Play the cassette properly for a few seconds. Ask: Can you hear? To elicit: Yes.
Write “Can you hear?” on the board.
6. Ask students to predict the answers and tick the boxes of Ask and answer. Play the cassette: Look and say. Students listen and follow in their books to check if their prediction is correct.
7. Play the cassette again. Students listen and repeat.
8. Students work in pairs to check answers by asking and answering. Invite pairs of students to read the questions and answers to the class.
9. Form students into groups and act the story. For more able students, encourage them to change the objects in the story.
Step Four: Consolidation
1. Students work in groups and discuss what noises they don’t like to hear while they are in the cinema or in their bedroom.
2.Grammer Practice book
Step Five: Homework
1. Listen to the tape
2. Copy the words: noise, lorry, loud, television, quiet, radio
◉ 外研版小学英语教案
一、根据提示补全单词。(10分)
1.th__ __ 那么,就 2.l __ t 让
3.s__ __ __ t __ __ __s 有时 4.g __ __ e 给
5.n __ __ __ t 夜晚 6.f __ __ m 从...起
7.pl __ __ gr__ __nd 操场，运动场 8.f __ __ 达，计
9.h__ __ vy 重的 10.t __ 直到
二、写出下列短语的汉语意思。(5分)
1.trick or treat _______________ 2.tidy up ______________
3.lots of________________ 4.tell stories________________
5.look different ________________
三、选出正确的一项。(15分)
( )1. There are many ________ over there.
A. sweet B. sweets C. egg
( )2.There ________ a clock here before.
A. is B. isn’t C. wasn’t
( )3. - Do you like the park now?
- Yes, I _______.
A. do B. did C. don’t
( )4. There ______ tall trees now.
A. were B. are C. is
( )5.There wasn’t a _______ in my family.
A. child B. children C. boys
( )6.Please help _____ put the bags in the car.
A.I B. me C. his
( )7.Many families go _____ the supermarkets together.
A. on B. at C. to
( )8.Look _____ the hats and the masks.
A. at B. in C. to
( )9.It’s ______ autumn festival in the UK.
A. a B. an C. /
( )10.How ______ eggs are there?
A. many B. much C. to
( )11.Children wear ______ clothes at Halloween.
A. beautiful B. big C. scary
( )12.How _______ your school?
A. at B. many C. about
( )13.I’m going __________.
A. playing football B. to play football C. to playing football
( )14.Please _____ to my birthday party.
A. come B. to come C. comes
( )15. - What’s that?
- ____________.
A. It’s Monday. B. It’s a cat. C. I’m eleven.
四、选出合适的汉语意思。(10分)
( )1.You were in China for two years.
A.你在中国待了两年了。 B.你在英国待了两年了。
( )2. Then let’s feed the ducks.
A.然后我们就可以吃饭了。 B.那么让我们喂这些鸭子吧。
( )3. They are my brothers and me.
A.他是我的哥哥。 B.他们是我的哥哥和我
( )4.What a big supermarket!
A.这个超市真大呀! B.我们一起去超市吧!
( )5.This one is heavy. I can’t carry it.
A.这个太沉了，我搬不动。 B.这个很轻，我能搬动。
( )6.You are helpful children.
A.你喜欢帮助孩子们。 B.你们真是乐于助人的孩子。
( )7. Sometimes there are restaurants at the supermarket.
A.有时超市里有餐馆。 B.我喜欢餐馆和超市
( )8. It’s really fun.
A.你很有趣。 B.它真的相当有趣。
( )9. Do you know why?
A.你知道为什么吗? B.你几岁了?
( )10.He’s telling a story.
A.他有许多故事。 B.他正在讲故事。
五、画出错误的单词，并在横线上改正。(10分)
1. Amy is go to see a film at the weekend. ____________
2. How many chick are there? ____________
3. They is Easter hats. ____________
4. I am going to is eleven. ____________
5. Sometime the eggs are small. ____________
六、用所给单词的适当形式填空。(10分)
1. What are you ________(do)?
2. I am going to ________(be) eleven.
3. There ________(be) lots of flowers on the hat.
4. But before that, you are going to help _______(I) tidy up.
5. Let’s ______(go) to the supermarket.
七、选择正确的词，将序号填在横线上。(10分)
A. an B. a lot of C. in D. on E. after.
1.There is ________ fruit, too.
2. Have _______ ice cream.
3. _______ lunch, we’re going to tell stories.
4.There are toy chicks _______ the hats.
5.Easter is _____ spring in the UK.
八、连词成句。(10分)
1. many They sell things different.
_______________________________________________.
2. are to going We stories tell.
_______________________________________________.
3. so You scary look.
_______________________________________________.
4. now three children There are.
_______________________________________________.
5. is the This house cat’s.
_______________________________________________.
九、阅读短文，判断正(T)误(F)。(10分)
The city is very beautiful now. There weren’t any trees. Now there are many trees. And there is a supermarket now. We can go shopping there. There was a small park there before. Now it’s big. Many people like there.
( )1. There were many trees before.
( )2. There are two supermarket now.
( )3. There was a big park here before.
( )4. Many people like the park.
( )5. The city is very beautiful now.
十、阅读短文，选择正确的答案。(10分)
There is a shop near our home. It isn’t a big shop. But it sells different thins. It sells food from lots of countries. It also sell clothes, fruit and cars. All of us like the shop. Dad, Mum and I are going to go shopping at the weekend. I’m going to buy ice creams, biscuits and apples in the shop, and they are going to buy milk, bread and eggs.
( )1. There is a shop near our ______.
A. school B. home
( )2. The shop is ________.
A. big B. small
( )3. We’re going to go to shop at the _______.
A. weekend B. night
( )4.I want to buy _______, biscuits and apples.
A. milk B. ice creams
( )5.They are going to buy milk, _______ and eggs.
A. bread B. flowers
◉ 外研版小学英语教案
单元教材分析 单元学情分析
1.本单元主要是使学生学会用过去过去式态表达所做的事情，重点句型是：What did you do last weekend/yesterday? I played football. Did you read books? Yes, I did./No, I didn’t.由于涉及动词过去式的变化规则和读音规则，一般过去式有时学生的学习重难点之一。创设真实情境、组织有意义的任务或活动来展开一般过去式的教学，避免过分强调语法。本单元的内容安排体现了由浅入深、循序渐进的原则，A部分着重学习规则动词的过去式变化，而B部分的重点是不规则动词的过去式变化，如：go—went， read—read等。在教学中，要注意多创设情境，帮助学生内化，达到学以致用。
六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力;唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。
单元教学目标：
1.能力目标
(1)能够对过去某人所做的事情进行问答，如:What did you do yesterday? I visited my grandparents.
(2)能够用一般过去式的一般疑问句形式询问别人过去某个时间所做的事情并作答。如：Did you go fishing last weekend? Yes, I did./ No, I didn’t.
(3)能够对某人过去某天所做的事情进行简单地叙述。
(4)能够唱歌曲At the Zoo
2.知识目标
(1)掌握A、B部分Let"s learn 、中的四会单词和句子,掌握一般动词过去式的变化规则，含规则变化和不规则变化。
(2)听说、认读A、B部分Let"s learn 、Let"s talk中的加粗句子。
(3)能够认读Pronunciation的音标及例词，完成单词音、形、意的连线活动。
(4)能够理解并会说唱Let"s chant。
(5)了解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的部分内容。
3.情感、策略、文化等有关目标
(1)情感态度：热爱生活，关心他人，培养学生合理安排生活的能力。
(2)学习策略：积极运用所学语言进行交流，通过完成不同形式的记忆游戏发展学生的记忆能力。
(3)文化目标：了解一些西方国家图标的意思，培养学生的环保意识。
课时教学设计
课题：Unit3 A Let’s try Let’s talk 备课人： 上课人：
教学目标：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。
教学重点：
掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵活运用。 教学难点：
1.能够听、说、读、写Where did you go over your holiday? I went to…等句型。
2. 如何在现实生活中运用所学单词、词组和句型。
教具学具课件准备：
录音机，磁带，单词卡，挂图。 第几课时：1
探索流程 个性添加(教学反思)
Step 1. Warm- up and revision
1、Enjoy the song: At the zoo
2、Daily oral practice
Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?
Step 2. Presentation
Let’s talk
设计主情景“我是小小侦探”
1、“谁打扫了教室”
教师用课件动画形式出现一个明亮干净的教室。
出现一个老师和一个学生John。
Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?
J: I can help you to find him.
John跑了出去，碰到了Sarah，John就问Sarah. J: What did you do last weekend?
Sarah: Hmm! I watched TV.
John跑去问了Wu Yifan.
J: What did you do last weekend?
W：Hmm! I played football.
板书句型：What did you do last weekend? I played football. 学生朗读。
教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.
T: What did you do last weekend?
S1: I …
T: What did you do last weekend?
S2: I …
T: Did you help the teacher clean the classroom?
引导学生回答。
板书help，并朗读。
Step 3. Consolidation
2、Activity 2
3、Activity 3 Make the chant.
4、“找到了”
通过课件展示John和Zoom的对话。
J: What did you do last weekend?
Z: I played football at school.
J: Did you help the teacher clean the classroom?
Z: Yes, I did.
J: Oh, Zoom. You are great!
5、听录音，跟读书本对话。
6、学生一起朗读对话。
板书设计 作业布置
Unit3 Last weekend
What did you do last weekend?
Where did you go over your holiday?
What did you do?
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