你们想要后面的教案么？我现在正准备开课的东西，等结束后，我整理好就发上来。现在只能说抱歉了。

准备开什么内容？

大家对六年级英语教学有什么看法？我觉得好难，语法很多，学生一点也不会

急需6B第五单元教案？[em06]

只是借花献佛而已  Unit5  The seasons
单元教学内容简析
　　本单元由A-H八个部分组成，其主要内容是围绕“季节和气候”这个话题开展各项活动，所涉及的日常交际项目有介绍，询问，建议等，其中，以“询问天气”及其应答为重点内容。同时学习一些常用的与气象相关的一些词汇。
单元教学要求：
1 四会掌握词汇weather,spring,summer,autumn,winter,hot,cold
2 四会掌握句型What's the weather like...?
3 三会掌握词汇season,because,countryside,warm,cool,rain,rainy,sunny,windy,snowy,cloudy,foggy,rowing,snowball fights,
4 三会掌握日常交际用语Which season do you like best? I like... Why? Because it's ... I can..
5 了解字母组合ow在单词中的发音。
6 能诵读歌谣《Seasons》
单元教学安排
本单元用六课时完成教学内容：　　
第一课时教B部分　　
第二课时教C部分
第三课时学习A部分
第四课时教D部分　　
第五课时教E和F部分
第六课时完成G和H部分
The First Period
一、 教学内容：
   6B,Unit 5,B部分Look,read and learn.
二、教学目标：
1 学习B部分,学生会读和拼写spring,summer,autumn,winter。
2掌握三会单词warm, cool ,sunny, cloudy, rainy, windy, foggy, snowy .
三、教学重点：
1学习B部分，套用旧句型，以旧带新。
2掌握四会单词和复习旧句型。
四、教学难点
灵活运用所学句型进行交际。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5 B部分Look, read and learn.
3   一些季节和天气的图片。
六、教学过程：
Step1.Free Talk.
T: What date is it today? S: It's the ...
T: What's  the weather like today?               S: It's ...
Step2. Teach snowy, windy, foggy, rainy，cloudy, sunny,cool,warm.
T: Look at the picture, it's snowy.让一排学生读。
T: Can you tell me which city is often snowy in China?
S:（引导学生说） ... is often snowy.
T: Look at these weather pictures and work in groups。
采取的步骤是，先是组内交流，后是组间交流，最后由组长提问
把全班不知道的单词解决。教学思想是尽量发挥学生的作用，让学生教学生，教师仅仅是指导者，参与者，组织者。
Step3.Review the words in step 2.采取的活动是
1． 小组内快速记忆，互相帮助。
2． 单词接龙，无错误的小组积分。
3． 知识竟猜，Which city is foggy city? Which city is snowy
city? Which city is windy city?( Answers: London, Mu Danjiang,Beijing)
4. See quickly.老师拿出两幅天气的图片，快速在学生眼前闪过，让学生猜。猜对小组积分。
Step4.Teach spring, summer, autumn, winter.
T: How many months are there in a year?    S: There are twelve.
T: How many days are there in a year? S: There are 365.
T: How many seasons are there in a year? 师自问自答，There are four. 在学生理解season的含义后，问What seasons do you know? 让学生自由说，说对小组积分。
Step5. Review seasons.小组竞赛活动如下：
1. 一位学生先说季节，另一位学生说季节特征。如：spring
和warm。
2．一位学生形容季节，另一位学生说是哪一个季节。如：
The house is white. The tree and grass are white.
Everything is white.
3． 一位学生来到讲台上，老师拿出一幅图其他学生说出季节，
这位学生做有关这个季节的动作。
Step6. Play a game.
拿出准备好的图片，每组出一人，组成一个新的小组，每人四张，第一个学生说出图的内容，下一个学生如果有与之相配的图说出并仍下，第一个手中无图的学生为胜者，并为原小组积分。The Second Period
一、 教学内容：
   6B,Unit 5,C部分Ask and answer.和一个四会句型What's the weather like...?
二、教学目标：
1掌握三会句型Which season do you like best? I like...Why? Because it's ... I can...
2掌握四会句型What's the weather like...?
三、教学重点：
1 学生能看图迅速说出内容。
2 拓展句型Which season do you like best? I like...Why? Because it's ... I can...
四、教学难点
灵活运用所学句型进行交际。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5 C部分Ask and answer.
3 一些季节和天气的图片。
4 一些著名中外城市的图片，最好有明显的季节体现。
六、教学过程：
Step1. 说说唱唱。
Spring,spring,spring,it's warm,warm,warm,
Summer,summer,summer,it's hot, hot, hot,
Autumn,autumn,autumn,it's cool,cool,cool,
Winter,winter,winter,it's snowy,snowy,snowy,
Windy,windy,windy,it's Beijing,windy city,
Foggy,foggy,foggy,it's London,foggy city,
Sunny,sunny,sunny,it's Lasha,sunny city.
Step2. Free talk. The topic is "WEATHER".
T: What's the weather like in spring in Lan Yungang?   S: It's warm.
让学生自由谈论一些城市的气候。
Step3.Look and say.以小组为单位选一幅图谈论。e.g.:
S1: What's the weather like in spring in Beijing.       S2: It's windy.
Step4. Look and write围绕步骤三的句型进行。
1． 以小组为单位选一幅图并写出图的内容。
2． 以小组为单位出一道题由其它小组来做。
Step5.  Teach "because"
T: I'm wearing three sweaters. Because it's cold.
   I'm drinking some water. Because it's hot.
在学生理解because的涵义后，让学生用because造句。
Step6. Teach I like ... best. Because it's... I can...
T: I like winter best. Because it's snowy. I can  make a snowman.
学生以小组为单位，表达自己喜欢哪个季节，并说明原因。
Step7.操练对话Which season do you like best?
I like.. Why? Because it's ... I can... 例如：
T: Which season do you like best?   S: I like summer. Because it's hot. I can swim in the sea.
Step 8. Do a survey.做一个小记者完成下列表格：
Name                            Season
Activity
Step9.Look and say.   采取的活动如下：
1． 让四幅图在学生眼前停留五秒钟，师问：What season does David like? Why? 然后分别由三位学生问，其它学生抢答，回答正确的学生给小组积分。
2． 一对学生表演，其他学生说出是哪一幅图，回答正确的学生给小组积分。
3． 一对学生表演，另外一组学生闭上眼睛猜是哪一对学生，回答正确给小组积分。
七：板书设计：
           Unit5  The seasons
   What's the weather like in summer in Beijing?
   It's hot.The Third Period一、 教学内容：
  A部分Listen,read and say.
二、教学目标：
1 学习A部分,学生会读countryside,snowball fights。
2熟练掌握四会句型What's the weather like ...?
3 进一步理解三会句型Which season in...do you like best?
三、教学重点：
1理解A部分的含义。
2进一步掌握三、四会句型。
四、教学难点:
1 初步使用比较级。
2 了解be going to 时态。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5 B部分Listen, read and say.
六、教学过程：
Step1.Look and guess.
先让一位学生站起来面对大家，教师出示一幅天气的图片，其他学生
问What's the weather like today?这位学生回答，正确给小组积分。
Step2.看一段天气预报的电视录象，回答问题，正确给小组积分。
例如:S1： What's the weather like in Chong Qing?         S2:  It's sunny.
Step3.看图回答问题，用电脑做出下列课件：
第一幅图是纽约的图片。问题：What city is it?
第二幅图是纽约秋季大风的图片。问题：What's the weather like in autumn in New York?
第三幅图是纽约的人们在秋季的活动。问题：What do the Americans usually do in autumn?
第四幅图是纽约冬季孩子们堆雪人的图片。问题：What do the children  usually do in winter in New York?
Step4. 听A部分两遍，小组内根据所听内容把下列句子排序并读出，
同时解决countryside这个单词。
1． New York is very beautiful in spring.
2． Ben likes making snowmen in New York.
3． New York is usually very hot in summer.
4． Su Yang's father is going to New York.
5． People in New York like to go to farms in the countryside.
Step5.以小组为单位自己读课文，注意语法现象，读过后小组内讨论解决，解决不了的在自由提问时间由老师或其他学生解决。为帮助学生有一定的针对性，老师出示以下问题：
1.What's the difference between the two sentences?
a. Su Yang's dad is going to work in New York next week.
b. Su Yang's dad is going to New York soon.
2.Tell us the meanings of the following phrases:in the countryside, pick pumpkins, make snowmen, snowball fights, as hot as Nanjing
3.Find the same rule of the following sentences.
a. It's colder than in Nanjing.
b. Your dad needs some warmer clothes for the winter in New York.
Step6. 逐句模仿跟读课文一遍后，独立完成课后的填空练习。
七．板书设计
Unit5     The seasons
（有关本课的挂图两幅The Fourth Period
一、 教学内容：
A部分Listen, read and say.和D部分Listen and write。
二、教学目标：
1熟练掌握四会句型What's the weather like ...?
2 熟练运用三会句型Which season in...do you like best?
3 理解运用A部分的语法内容。
3 完成D部分。
三、教学重点：
指导学生做好听力题。
四、教学难点:
1 理解D部分的新单词。
2 训练学生提取有用信息的能力。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5
六、教学过程：
Step1. Morning report.
A． 采取两人对话式报告一城市的天气。
B． 采取两人聊天式谈论一城市的季节及活动。
Step2. 抽签朗读排序。几位学生到讲台抽签，读出签上内容，并根据课文顺序站好。
Step3.看D 部分的四幅图，在教师的指导下读出并写出四幅图所涉及的短语。
Step4.结合四幅图看短文，了解大概含义，小组内讨论已出现的短语，猜想空内该填什么内容。
Step5.听第一遍，做简单的记录，试填空。
Step6. 听第二遍，根据短文的发展填空。
Step7. 听第三遍，进一步理解短文，全力完成剩余的空。
Step8. 小组内汇总组员的错误，讨论错误的产生原因，该如何避免。
Step9.在小组汇总的同时，老师深入各个小组掌握典型错误，进行分析。
Step10. 听第四遍，小组讨论回答问题。
a. What does Ma Li usually do in spring's morning?
b. Does Guangzhou often rain in summer?
c. Did Ma Li go swimming in summer in Guangzhou before?
d. What does Ma Li usually do after school in winter?
Step11.每小组出四人准备后，接龙式复述D部分。
七．板书设计
Unit5     The seasons
turn green, go rowing, get shorter, go walking, go jogging The Fifth Period一、 教学内容：
   E、F部分.
二、教学目标：
1进一步在真实的语言环境中应用本单元句型，提高英语做事能力。
2 培养学生看图理解运用的能力。
3 实践中总结游戏规则和自创玩法。
三、教学重点：
1 游戏中掌握所学知识。
2 在真实的语境中处理所学知识。
四、教学难点:
1 游戏中全部使用英语。
2 及时发现错误并解决。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5 .
3   准备好已做好的游戏道具。
六、教学过程：
Step1 Look and spell.
老师事先把weather,spring,summer,autumn,winter,hot,cold写在卡片上，以小组为单位半分钟内，一个学生看卡片做口形，另一个猜并拼读，看一看哪个小组完成得多，胜者积分。
Step2 Look and do.
老师事先把warm,cool,cloudy,rainy,windy,snowy,sunny,foggy,rowing,snowball fights,countryside写在卡片上,一个抽卡片并做动作，其他学生举手抢答，答对为小组积分。
Step3 Talk about the weathers of some cities.
老师准备一些写有地名的卡片，每个小组代表来抽，按所抽地名准备
对话并表演。例如：哈尔滨  
A：What's the weather like in winter in Haerbin?
B: It's cold and windy. It's often snowy.
A: What do people usually do?
B: They usually go skiing and go skating.
Step4 Talk about the students' hometown, finish part E.
小组间交流检查答案是否正确。
Step5 Play games about part F.
在小组内交流玩这个游戏，并鼓励学生改变游戏。
七．板书设计
           Unit5    The seasons
哈尔滨  北京  南京  海口 昆明  拉萨 The Sixth Period      
一、 教学内容：
   G、H部分.
二、教学目标：
1进一步在听说基础上培养学生四会句型写的能力。
2培养学生ow组合发音运用的能力。
3感受歌谣的旋律美。
三、教学重点：
1活动中训练学生写句型的能力。
2 总结ow组合发音。
四、教学难点:
1句子中的字母组合的发音训练。
2初步感受歌谣的旋律。
五、课前准备：
1   准备录音机和第五单元的磁带。
2   课前写好本课的课题6B. Unit 5 .
六、教学过程：
Step1. 根据A部分的对话，把小组自创的对话表演出来。老师可以组织学生当评委打分。
Step2. 看词连对话。
老师给出一些单词让学生独立完成对话，写在课堂作业本上。小组间交流评比，无错误的小组积分。题目如下：
1． Lian Yunguang , summer , go swimming     2． Nan Jing, autumn, go climbing
3.Shang Hai, spring, go walking                4． Su Zhou, spring, visit the gardens
Step3.连词成句
1． in, best, which, New York, you, do, season,like,(?)
2． in, go, people, farms, countryside, to, the ,like,(.)
3． New York, is, soon, to, father, going, my
4． season, New York, autumn, best, the, is, in (.)
Step4. 每个小组把其中一个组员在步骤2中的对话变成填空给其他组做。
Step5.完成G部分。
1． 学生听录音跟读brown, cow, how, now,四个单词，体会并发出ow组合发音。
2． 呈现G部分，启发学生用这四个单词编一句话，对能参与的学生给小组积分。
3． 利用李阳疯狂英语的办法操练G部分这句话。
A． 跟磁带慢读三遍，在自己中速读三遍，快速读三遍。
B． 试着一口气读这个句子，每组选读得最多的进行比赛。
C． 每组选一个代表看谁能最快速最清晰最大声读出这个句子。
Step6.完成H部分。
1． 组织学生听录音模仿读。
2． 老师和学生一起读，根据内容动作，让学生边做边理解。
3． 集体读和做动作。

辛苦大家了！！

谢谢

啊哈

大家有没有6B的第二单元的教案啊

　Unit1 Who is younger?
一、        Teaching aims and demands:
1.Ss know the pronunciation of “or” in words
2.Ss can understand, read, say and write the words and their comparative degree forms:
old, young, short, long, tall, fat, thin, strong, light, heavy.
3. Ss can understand, read, say and write the structures:
Who is … than …?
  … is … than….
4.Ss can understand, read and say the new words:
as … as…,  look the same,  minute, one day, go for a walk, have a chat, twin, only, child…
5.Ss can understand, read and say the daily expressions:
  Who’s taller?
  Whose … is …, yours or mine?
二、        Teaching important points:
1.Ss can understand, read, say and write the words:
old, young, short, long, tall, fat, thin, strong, light, heavy.
2. Ss can understand, read, say and write the structures:
  Who is … than …?
  … is … than….
3.Ss can understand, read and say the new words:
as … as…,  look the same,  minute, one day, go for a walk, have a chat, twin, only, child…
4.Ss can understand, read and say the daily expressions:
Who’s taller?
  Whose … is …, yours or mine?

三．Teaching aids:
tape recorder, book, workbook, chart, exercise paper
四．Teaching time:
4 lessons

Unit1 Who is younger?
A Listen, read and say
I. Teaching aims:
Be able to understand the text.
Manage new words and phrases in this text.

II. Teaching difficulties:
Words like ‘only’, ‘minute’ and ‘child’ are hard to pronounce correctly. Some phrases are difficult to explain directly, which means we have to find out some useful ways to practice it.

III. Teaching analysis:
For the first thing, we should let students understand the words and phrases so that they can understand the whole dialogue. Listening and reading is very important point in this lesson, we’d better give more practice on it.

IV. Teaching aids:
tape recorder,  exercise paper,  small board

V. Teaching steps:
Step1. Presentation and Practice:
1.1> Read the text for the first time.
2> Find out Chinese meaning of the given words and phrases on the paper.
3> Check with the teacher.

2.1> Practice reading the words and phrases on the small blackboard.
  2> Read in chorus and individuals.
  3> Find out the correct pronunciations for each word in red. Read them and try to use them to spell words.

3.1> Do translation work on exercise books.
  2> Ss try to spell some words according to the exercise on the paper.
  3> Do it on the exercise books.

Step2. Presentation and Practice:
1.1> Give students five questions based on the text.
  2> Ss read the questions once and listen to the tape.
  3> Answer the questions.

2.1> Open the book, read the text after the tape.
  2> Read in groups.
  
3.1> Read the text with some blanks on the paper, listen to the tape and fill in the blanks.
  2> Ss read it out.

Step3. Homework:
1. Listen to the tape twice and repeat four times.
2. Copy words and phrases of this lesson.
Unit1 Who is younger?
B Look, read and learn
I. Teaching aims:
1>        Manage the new words in this section.
old, young, tall, long, short, strong, big, small, fat, thin, heavy, light.
2> Have a general idea of comparative degree.
e.g.: old-older, young-younger

II. Teaching important points:
1> Remember the pronunciation, meaning and spelling of the new words.
2>        Have a general idea of comparative degree.

III. Teaching difficulties:
Understand the usage of comparative degree.

IV. Teaching steps:
Step1. Presentation:
1> Using a pen or a ruler to elicit.
By asking ‘What’s this/that?’ to present ‘long’& ‘short’.
e.g.: It’s a long ruler. It’s long.
It’s a short ruler. It’s short.
2> Present the words: long-short.
3>        Using similar ways to present other antonyms.
e.g.: wall chart/ picture cards

Step2. Practices:
1> Read cards of antonyms.
Group reading.
Read in individuals.
2> Do ask and answer(say the antonyms)
e.g.: A: old
B: young
(1) Work with the teacher.
(2) Work in groups.

Step3. Presentation:
1> Look at the wall chart and let students compare.
2> Ss get to know the meaning of the pictures, elicit comparative degree and its formation.
old-older  long-longer…
3>        Ss see other words and guess their spelling.
e.g.: big-bigger
fat-fatter
heavy-heavier.
4> Read after the tape.
   Read by students themselves.

Step4. Consolidation:
Exe1. Write down antonyms:
Old________   tall________  short_________
Strong______   small______  fat___________
Heavy______

Exe2. Write down comparative degree:
Young_____  short_____  small_____
Big_______   fat______  thin_______
Heavy_____

Step5. Homework:
1. Read the text, B.
2. Finish the exercises.
3. Copy the words.
Unit1C Work in pairs
E. Look, read and judge
F. Play a game
I. Teaching aims:
1> Consolidate the using of comparative degree.
2> Manage some new sentence patterns.
Who’s … than …?… is.
Whose … is …, yours or mine?

II. Important teaching points:
Who’s … than …?… is.
Whose … is …, yours or mine?

III. Teaching difficulties:
It’s difficult to understand how to use the word ‘than’ in a sentence to show comparative degree.

IV. Teaching aids:
Wall chart, visual aid, exercise books

V. Teaching steps:
Step1. Revision:
1>        Read words on cards in individuals and in chorus.
(Put in order: old-older…)
2> Say the antonyms to check if Ss understand the words’ meaning.
3> Ask some students to spell words’ comparative degree.

Step2. Presentation and Practices:
1.1> Ask Ss: Who’s tall/ strong/…?
After Ss gave some answers, ask:
‘Who’s taller than …?’
S1 give answer, others guess if he/she is right by supporting him/her.
2> Present the new sentences and read once.
3> Ss give their own questions and let others guess.
4> Pair work/ Group work.

2.1> Whose ruler is longer, yours or mine?
S1 guess: yours/mine.
Teacher shows the ruler and compare with the student, then get the answer.
2>        Ss do group work.
Step3. Consolidation:
1> Use taller/ fatter/ bigger… to make dialogues on exercises books. Ss have to give real answers.
2>        Play a game:
(1) Similar to the game on Pg12, partF.
Show the chart on Bb.
(2) Using our own classmates to do the game.

Step4. Homework:
1>Read the dialogues.
2> Try to remember the dialogues.

Unit1. Who is taller?
D. Listen and write
H. Sing a song
WB

I. Teaching aims:
Consolidate what’s learnt in A, B and C.
1>Words and phrases.
2> Comparative degree.

II. Teaching difficulties:
Some students have difficulty in understanding the listening part of partD and the reading text in partE.

III. Teaching aids:
tape recorder,  workbooks, textbook

IV. Teaching steps:
Step1. Revision.
1. Review partBand C.
1> A game of guessing words in partB.
  Give the number of letters in a word, let students guess what it is.
2> Guess who is taller than …? (In the class)
3> Guess who is taller (on the blackboard).

2. Review the text in A.
1> Ss must write down as many words as possible for their own group in a certain time.
2> Read these words once more.

Step2. Practice.
1. Look at the picture in partD. Describe it.
2. Read the incomplete sentences.
3. Listen to the tape and fill in the blanks.
4. Check and read.

Step3. Pronunciation.
1. Listen to the tape for the first time.
2. Get the pronunciation of /3:/.
3. Read once more to practice it.
4. Read the sentence and get the meaning.
5. Listen to the tape and follow.

Step4. Workbook exercises.
1. Do Unit1, (1)/ (2)/(3).
2. Play the song for them while doing exercises.
3. Check.

Step5. Homework.
1. Finish the left exercises in the workbook.
2. A general revision of Unit1.