6上英语教案全

6上英语教案全（精选5篇）

篇1：6上英语教案全

A: What picture is this?

B: A teacher.A: Yes, you’re right.Can you spell it?

B: Yes, T-E-A-C-H-E-R, teacher,A: Are you a teacher?

B: No, I’m not.I’m a student.、Play a game(2)

把人物职业图分给一同学（不让其他学生看见，把图藏在身后），代替图的人物。请一同学上台对话：(若学生不会，老师可先示范)

A: Excuse me, are you a teacher?

B: No, I’m not.A: Are you a nurse?

B: Yes, I am.(Yes, you’re right.I’m a nurse.)、Look and say

看图对话，图见教材，内容略。让学生先同桌准备，然后同桌看图对话。

(三)Fun house :Look and read1、看图理解课文

2、听录音，跟读对话。

3、自读对话。

4、分角色读课文。

(四)Exercises1、听写单词：boy, girl, man, woman, teacher, doctor ,nurse, student, new2、抄写句型： Who’s that boy? He’s Mike.He’s a student.Who’s this woman? She’s Miss Li.She’s a teacher.Are you a doctor? Yes, I am.Are you a nurse? No, I’m not.（五）Homework1、预习E：Read and act

篇2：6上英语教案全

Lesson 1 教学目标：

1.能够听说读写单词：singer, writer, actress, artist, TV reporter.2.能够听说认读句子：What does your father /mother do?

He/She is a/an……

What are you going to be？

I’m going to be a/an ……

教学重点：

听说读写单词：singer, writer, actress, artist, TV reporter。教学难点：

理解并正确运用句子What does your father /mother do?

He/She is a/an…… What are you going to be？ I’m going to be a/an ……

教学过程： Step1: warm-up：

1、Enjoy the song “My family”

2、Talking: T: I teach you English , What do I do? Ss: You are a teacher.T: Yes , I am a teacher.Step2: Presentation:

1、出示教学目标：

2、学习新单词singer：

教师介绍： Look, What does she do? She is a singer.引出单词singer, 领读、板书、拼写、引导学生单个认读。

3、学习并认读句子：What does she do? She is a singer.4、学生看图练说句子: What does she do? She is a singer/teacher/dancer.5、认读句子：What does your father do ? He is a teacher.6、用同样方法学习其余单词，练习句子。

7、小结（总结动词变名词方法）。Step3: Practice:

1、Group work: T: I’m a teacher, when you grow up , what are you going to be? S1：I’m going to be an artist.S2:……

T: Amy is going to be an artist.John is going to be a singer.2、Make a survey: Step4: Homework

篇3：6上英语教案全

1. —Do you like bananas？ 你喜欢香蕉吗？

—Yes， I do. （P31） 是的，我喜欢。

动词like意为“喜欢”，表示对某人或某事产生好感或发生兴趣，后面可以跟名词、代词、动词不定式或动词的-ing形式作宾语。例如：

Do you like it？ 你喜欢它吗？

He likes English very much. 他非常喜欢英语。

I like to watch TV. 我喜欢看电视。

They like playing football. 他们喜欢踢足球。

2. Runner eats well. （P35） 赛跑运动员吃得好。

well与good比较：

两者都可以表示“好”的意思。 well既可以用作副词，也可以用作形容词。 well用作副词时修饰动词，用作形容词时只能作表语，意为“（身体）好”。例如：

Tom draws well. 汤姆画得好。

I hope you are well. 我希望你身体好。

good是形容词，可用作定语或表语。例如：

She is a good teacher. 她是一个好老师。

His handwriting is very good. 他的书法非常好。

3. Running star Sandra Clark eats lots of healthy food. （P35） 赛跑明星桑德拉·克拉克吃许多有益于健康的食品。

lots of作“许多”、“大量”解时，常用于肯定句中，既可以修饰可数名词复数，又可以修饰不可数名词。例如：

He has lots of English books. 他有许多英语书。

I have lots of homework to do today. 今天我有许多家庭作业要做。

2） food作“食品”、“食物”解时，是不可数名词。例如：

Do you like Chinese food？ 你喜欢中国食品吗？

All the food is on the table. 所有的食品都在桌子上放着。

food也可以作可数名词， a food意为“一种食物”， foods意为“多种食物”。例如：

He often eats too many sweet foods. 他经常吃太多各种各样的甜食。

4. And for dinner， she has chicken， tomatoes， French fries ... （P35） 晚餐她吃鸡肉，西红柿和炸薯条……。

此句可以转换为“And she has chicken， tomatoes， French fries ... for dinner.”。 句中的介词for意为“对于；就……而言”，后跟名词或代词。 “has ... for + 某餐”意为“某餐（吃）……”。例如：

She has rice and meat for dinner. 晚餐她吃米饭和肉。

We have hamburgers for lunch. 午餐我们吃汉堡包。

have与eat比较：

两者都可以表示“吃”、“喝”的意思。 have一般用在breakfast， lunch， supper， meal， dinner以及表示具体食物的名词前面。例如：

We have breakfast at 7：00. 我们七点钟吃早饭。

I want to have a drink of orange. 我想喝杯橘子汁。

eat指“吃东西”，可用作及物动词，也可用作不及物动词。有时也有“喝”的意思，但主要用于“喝”汤。例如：

Don’t eat so quickly. 不要吃得这么快。

He eats an apple after dinner. 晚饭后他吃一个苹果。

We eat our soup first. 我们先喝汤。

注意：“吃药”习惯上用have medicine表示，不用eat medicine。

巩固练习：用good或well填空。

1. He speaks English______ .

2. He speaks_______English.

3. —How are you now？

—I’m very______ .

4. Your idea sounds______ .

Key： 1. well_2. good_3. well_4. good

Unit 7_How much are these pants？

1. —How much are these socks？ 这些袜子多少钱？

—They’re two dollars. （P41） 二美元。

how much意为“多少”，可用来询问物品的价格，常出现在“How much + be + 主语？”句式中。当主语为可数名词单数或不可数名词时， be动词要用is， 答语为“It’s ...”； 当主语为可数名词复数时， be动词要用are， 答语为“They’re ...”。 例如：

—How much is the book？ 这本书多少钱？

—It’s four dollars. 四美元。

—How much are these apples？ 这些苹果多少钱？

—They’re 10 dollars. 十美元。

2. —Can I help you？ 你需要点什么？

—Yes， please. （P43） 是的，请。

“Can I help you？”是售货员或服务员主动询问顾客需要什么东西时的常用语。类似的说法还有“May I help you？ /What can I do for you？ /Is there anything I can do for you？ /Anything I can do for you？”。

注意： 1） 服务员或营业员主动招呼顾客时，通常不说“What do you buy？” 或“What do you want？”。 如果顾客想要购物，可用“Yes， please.”回答；如果仅仅是逛街，可用“No， thanks. I’m just looking around.” 或“Just have a look.”作答。例如：

—Can I help you？ 你要买什么？

—Yes， please. I’d like some bananas. 我想买一些香蕉。

—Can I help you？ 你要买什么东西吗？

—No， thanks. I’m just looking around. 谢谢，不买什么。只是随便看看。

2） 有时“Can I help you？”还作“我能帮你什么忙吗？”解。例如：

—I can’t carry the heavy box. 我搬不动这个重盒子。

—Can I help you？ 我能帮你忙吗？

3. Here you are. （P43） 给你。

在拿给或递给对方所需要的东西时，通常说“Here you are.”。 当所给的东西是单数时，说“Here you are.”或“Here it is.”都可以；当所给的东西是复数时，只能说“Here you are.”。 例如：

—May I use your dictionary？ 我可以用用你的字典吗？

—Certainly. Here you are. （或Here it is.） 当然可以。给你。

—May I read these magazines on the desk？ 我可以看看桌子上的这些杂志吗？

—Of course. Here you are. 当然可以。给你。（这里不能用“Here it is.”。）

4. I’ll take it. （P43） 我买了。

当顾客认为某种东西称心，价格合理，决定要买时，常说“I’ll take it.”， 而不说“I’ll buy it.”。 如果选定的物品是复数，应说“I’ll take them.”。 例如：

—How much is the book？ 这本书多少钱？

—Fifteen yuan. 15元。

—Oh， it’s cheap. I’ll take it. 噢，很便宜，我买了。

—The oranges are three dollars. 这些橘子3美元。

—I’ll take them. 我买了。

5. You’re welcome. （P43） 不用谢。

当对方向你表示感谢时，通常你要用“You are welcome.”作答，意为“不用客气”、“不用谢”或“你太客气了”。例如：

—Thanks for your gift for me. 谢谢你给我的礼物。

—You’re welcome. 不用客气。

常见的对别人致谢的应答语还有“Not at all. /That’s all right. /That’s OK. /Don’t mention it. /It’s my pleasure.”。

6. Come and buy your clothes at Huaxing’s great sale！ （P45） 快来买衣服，华星大减价！

1） 这是个祈使句。祈使句用来表示请求或命令，句中的主语you通常省略，而且将动词原形放在句首。为了使语气委婉，可在句首或句尾加上please。 please放在句尾时，前面要加逗号。例如：

Open your books and turn to page 85. 打开书，翻到85页。

Come here， please. 请到这儿来。

2） 句中的动词buy意为“买”，后跟名词或代词作宾语。例如：

I want to buy some books. 我想买几本书。

表示“替某人买东西”时，可用“buy somebody something/buy something for somebody”。 例如：

I will buy him some new clothes tomorrow. （= I will buy some new clothes for him tomorrow.） 我明天去给他买几件新衣服。

3） clothes意为“衣服”，是一个复数形式的名词，它前面不能加a， 也不能和数词连用，但可用these， those， many， few等修饰。 clothes用作主语时，谓语动词应为复数形式。例如：

You must look after your clothes. 你应该照看好你的衣服。

He always wears dark clothes. 他总是穿深色的衣服。

These clothes are new. 这些衣服是新的。

4） at a great sale （= on sale）意为“出售；削价出售”。例如：

I got this sweater at a great sale. 我在大减价时买了这件毛衣。

7. We have sweaters at a very good price——only ￥25！ （P45） 我们的毛衣价格最便宜——只卖25元。

1） at a very good price意为“以合理的价格（出售）”。表示“某物在……价位上”，常用“at a ... price”。 例如：

I bought the book at a very low/high price. 我以很低/高的价钱买了这本书。

注意： price意为“价格；价钱”。表示价格“高低”时，常用high和low， 而不能用expensive/dear或cheap。 但如果表示某商品“昂贵或便宜”，则要用expensive/dear或cheap。

试译：这帽子的价格很高。

误： The price of this cap is very dear.

正： The price of this cap is very high.

正： The cap is very expensive.

2） very与very much比较：

两者都可以作“非常”解。 very通常修饰形容词和副词。例如：

I think he’s very old. 我想他年纪很大。

He gets up very early every day. 他每天都起得很早。

very much通常用来修饰动词。例如：

We all hate the enemies very much. 我们都非常痛恨敌人。

Thank you very much. 非常感谢你。

8. For girls， we have T-shirts in red， green and white for only ￥18！ （P45） 我们有女式T恤衫，红、绿、白各色，只需18元！

1） 该句中位于句首的介词for和位于句尾的介词for在意义上是不一样的，句首For girls中的for意为“对于……而言”。例如：

It’s a good thing for us. 这对我们来说是一件好事。

句尾for only ￥18中的for意为“交换”，具有“等值交换、等价买卖”的含义。例如：

I bought the book for two yuan. 我花了两块钱买了这本书。

He sold the coat for twenty dollars. 他以二十美元的价格把这件衣服卖掉了。

2） 本句中的介词in后接表示颜色的词，表示“穿……颜色的衣服”，其后也可跟表示衣服的名词，意为“穿着……”。例如：

Do you know the boy in black？ 你认识那个穿黑衣服的男孩吗？

The children are in their new clothes today. 孩子们今天都穿着新衣服。

9. For boys， you can buy socks for only ￥5 each！ （P45） 男孩子可以买到每双仅五块钱的袜子。

each意为“每个”、“各个”，可用作代词、形容词和副词。

1） each用作代词时，既可以指人，也可以指物，并且常与of连用， of后面可接代词作宾格，也可接可数名词复数作宾语。例如：

Each of the apples is good. 每个苹果都是好的。

Each of us is in white T-shirt. 我们每个人都穿着白色的T恤衫。

注意： each作主语时，谓语动词应为单数形式。each也可以用作主语的同位语，这时谓语动词的形式要与主语保持数的一致，不与each保持数的一致。例如：

They each want to do something different. 他们每个人都想做与众不同的事情。

2） each用作形容词时，修饰可数名词单数。例如：

There are many shops on each side of the street. 街道两旁有许多商店。

Each boy has an apple. 每个孩子都有一个苹果。

3） each可用作副词。例如：

These flowers are 5 yuan each. 这些花每朵5元。

10. Anybody can afford our prices！ （P45） 任何人都能接受我们这个价格！

1） anybody用作代词时，意为“任何人”，常用于疑问句、否定句或条件句中。 anybody作主语时，谓语动词应为单数形式。例如：

Does anybody live on this island？ 这岛上有人住吗？

I didn’t see anybody there. 我在那儿没有看见任何人。

If anybody comes， please ask him to wait. 如果有人来，请他等一等。

2） afford是动词，意为“担负得起（……的费用）”、“抽得出（时间）”，常与can， be able to连用。 afford后面可接名词、代词或动词不定式作宾语。例如：

She can afford the house. 她买得起这座房子。

This skirt is dear； I can’t afford to buy it. 这条裙子太贵了，我买不起。

The children can’t afford time for the cinema. 孩子们抽不出时间去看电影。

11. Have a look at Zig Zag’s Clothes Store. （P46） 来Zig Zag服装店看一看吧。

have a look at意为“看一看”，其后需跟宾语。例如：

Have a look at the cars. They are new. 瞧瞧这些小轿车，都是新的哩。

May I have a look at your photo？ 我可以看一看你的照片吗？

“have a”后面可以跟与动词同形的名词，表示一个动作。例如： have a rest（休息）， have a walk（散步）， have a swim（游泳）， have a drink（喝）， have a talk（谈一谈）， have a smoke（抽烟）， have a try（试一试）， have a wash（洗一洗）

12. The yellow shorts are also $30 and the green shorts are on sale for $25！ （P46） 黄色短裤也是每条30美元，绿色短裤减价了，每条25美元！

also与too比较：

两者都可以表示“也”的意思。 also用在肯定句中，常位于系动词、助动词或情态动词之后，实义动词之前。例如：

I can also tell you a story. 我也能给你讲个故事。

I was also there. 我那时也在那里。

He also works in that factory. 他也在那家工厂工作。

too可用在肯定句句末，前面可用逗号，也可不用逗号。 too也可以插入句中，但其前后均应有逗号。例如：

She is a teacher too. / She is a teacher， too. /She， too， is a teacher._她也是个教师。

注意： also和 too都不能用于否定句。在否定句中，常用either表示“也”，而且either要置于句末。例如：

I don’t like tennis， and I don’t like swimming either. 我不喜欢网球，也不喜欢游泳。

巩固练习：

Ⅰ. 用very或very much填空。

1） My mother loves me ______.

2） I’m_______glad to see you.

3） John studies_______hard.

4） We don’t like football______ .

Ⅱ. 根据对话内容，在空白处填入适当的单词，使对话意思通顺、完整。

A： Can I_1_you？

B： Yes，_2_. I’d like to buy a skirt for my sister.

A： What_3_do you want？

B： Yellow.

A：_4_you are.

B： How_5_is it？

A： Thirty yuan.

B： Oh， I think it’s too dear.

A： What about the red one over there？ It looks nice，_6_， and it’s cheap. It’s only twenty yuan.

B： OK. That’s good. I’ll_7_it. Thank you.

A： You’re_8_.

Key： Ⅰ. 1. very much_2. very_3. very_4. very much

Ⅱ. 1. help_2. please_3. color_4. Here_5. much_6. too_7. take_

篇4：6上英语教案全

1. To understand clues about a crime

2. To read notes on four suspects and decide which suspect is most likely to be guilty

3. To draw a picture of the suspect

二 教学重难点:

Words: detective, murderer, suspect, occupation, clinic, neat, shopkeeper, salesman, medium, untidy, unhelpful, wanted, rewarded

Phrases: be dressed, look for, dress like, go missing, make notes on, medium height, be wanted for murder, do important work

Sentences:

1. Why are you dressed like that?

2. This is much more serious.

3. My food has gone missing.

4. Last Saturday night at 8 p.m., a young man was murdered.

5. We have made notes on all of them.

三. 教学手段： Tape recorder ; Multi-Media

四. 教学过程:

Lead-in Presentation

T: Do you remember in Unit 4 we have learned a horror called “Murder in a Country House”? Ask: Can you tell me the main idea of this film? ( A doctor is found dead in his house. People don’t know whether he was killed or he killed himself. )

T: Good. The doctor in this film is victim. If he was killed by someone, that is a murder. And the person who killed the doctor is the murderer. The murderer killed the man, and he broke the law, so his act is a kind of crime, and he is the criminal. If we find a man, but we are not sure whether he is the murderer, we can call him a suspect.

Ask: If there is a murder, who will solve it? ( The police.)

T: Yes, a person, especially a police officer, whose job is to examine crimes and catch criminals is a detective(n.). So “ Murder in a Country House” is not only a horror film, but also a film about detective(adj.) stories.

Write down these words on the blackboard, and ask students to read together. Ask students to pay attention the word “detective”( n.&adj.)

Task 1 Comic strip

1. Presentation.

T: Do you like reading detective stories? Who is the famous detective in the novels? ( Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. ( Talk about his special dressing with his magnifying glass and the pipe.)

T: Today, Eddie is dressed like that. Let’s see what happened.

2. Listen to the tape and answer some questions:

1) Why is Eddie dressed like a detective?

2) Is his job serious?

3) What is he really looking for?

3. Check the answers by asking students.

4. Read the dialogue together.

5. Ask some pairs to act out the dialogue.

Task 2 Welcome to the unit (part A)

1. Presentation

T: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together.

2. Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.

3. Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English.

Task 3 Discussion (part B)

1. Work in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think committed the crime in part B, and remind them that there is no right or wrong answers here.

2. Choose one student from each group to show the picture they draw and ask the rest of the class to guess which person they chose. Then ask this student to describe the picture they draw and the reason.

Homework:

1. Recite the new words and the comic strip.

2. Finish 《评价手册》Period 1.

Teaching Plan for 9A Unit 6 Reading

1. Teaching aims:

1) To read a newspaper article about a murder.

2) To understand key vocabulary items.

3) To develop the four skills of the students.

2. Teaching aids:

a recorder, multi-computer, powerpoint ,a microphone

3. Teaching procedures:

Step 1. Presentation

1) Say: Good morning, everyone. First of all, let’s watch a part of a film.

2) Watch the film.

3) Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)

Step 2 Reading

1) Say: This kind of film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. Look at here, please find out these new words in the article and guess their meanings.

2) Check their answers.

3) Read the new words.

4) Skim Listen to the tape and answer the following 3 questions:

a) Who was murdered?

b) When did the murder take place?

c) So far how many suspects do the police have ?

5) Scan

Say: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.

a)The victim’s body was found in Valley Town. _____

b)The victim sold computer programs. _____

c)The victim worked in New Town, _____

d)It is possible that there was more than one attacker. _____

e)The victim had lots of enemies. _____

f)The victim was attacked with a gun. _____

g)The suspect is a short, fat man. _____

h)The police have arrested the murderer. _____

i)The victim’s parents offered a reward for information. _____

6) Check their answers.

7) Listen

Say: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.

8) Read the article themselves for several minutes then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.

9) Read together with the tape once.

Step 3. Skim

1) Ask the students to finish the exercise of Part C1, then check their answers by asking 2 pairs of students to read it.

2) Ask the students to work in pairs and tick out the main idea of the article.(slide show)

the victim: clues:

suspects: the police:

3) Check out their answers orally, then give out the answers on pieces of paper.

4) Interview: Work in groups of 8. Four work as the reporter, who is from the Golden TV, the other four work as Detective Lu. Interview about the murder.

5) Act their interviews out.

6) Guess: Who murdered the young man?

7) Part C2 on P99 Correct the mistakes.

Homework

Read the article again and again

Finish off the exercises.

Bb Design

be seen doing confirm

whether ….or…. particularly

bleed to death struggle

as a result obviously

It’s possible that… clue

be guilty of sth suspect

be charged with sth witness

break into guilty

lead to

The victim:

1. 22 years old, a computer programmer---- a well-paid job, had many friends.

2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.

3. was guilty of breaking into several computer systems

Clues

1. The victim was attacked with a knife and bled to death .

2. There was an evidence of a struggle and there was more than one attacker.

Suspects:

1. Only one

2. Short and thin

3. He was seen running and breathing heavily with blood on his shirt.

4. He had evidence to prove he was not guilty.

The police:

1. They are checking the scene for fingerprints and other clues.

2. They are particularly interested in hearing from anyone who saw anything unusual.

3. They are asking anyone to contact them on 5550l212

The victim:

1. 22 years old, a computer programmer---- a well-paid job, had many friends.

2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.

3. was guilty of breaking into several computer systems

Clues:

1. The victim was attacked with a knife and bled to death .

2. There was an evidence of a struggle and there was more than one attacker.

Suspects:

1. Only one

2. Short and thin

3. He was seen running and breathing heavily with blood on his shirt.

4. He had evidence to prove he was not guilty.

The police:

1. They are checking the scene for fingerprints and other clues.

2. They are particularly interested in hearing from anyone who saw anything unusual.

3. They are asking anyone to contact them on 5550l212

Period Five Grammar One

一 教学目的:

1. To correctly use the commonly confused verbs . ‘bring’ and ‘take’.

2. To correctly use the commonly confused verbs . ‘hear’ and ‘listen’.

3. To correctly use the commonly confused verbs . ‘see’ ‘look’ and ‘watch’.

4. To correctly use the commonly confused verbs . ‘come’ and ‘go’.

二 教学重点:

Words: move, complain

Phrases: the move of sb(某人的行踪)， sit down beside sb=sit down next to sb, by the way, be stressed out

Sentences: 1. She should be here in other five minutes.

2. I have to listen to what she has to say.

3. People are complaining that we are taking so long to find the murderer.

4. I can hear someone calling my name outside.

Grammar---- Know the differences of some confused words an use them correctly.

三 教学手段: Multi---Media

四 教学过程:

Step One: Lead-in

1. T: Do you still remember the detective story ‘ Murder in Valley Town’? S: Yes.

T: Who was killed?

S: A 22-year-old computer programmer.

T: Where was he found?

S: In the doorway of a clothes shop in Valley Town.

T: Was he killed there?

S: We don’t know.

T: Yes. People are not sure whether the victim was killed somewhere else and then brought to Valley Town.

Step Two: Grammar

Ⅰ. take and bring

1. Write down the sentence on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into People are not sure whether the victim was killed somewhere else and then taken to Valley Town. Maybe some students will say ‘yes’ and some will say ‘no’.

2. Ask students to say the base form of the two words ‘brought’ and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.

3. Use the computer to show a picture of the differences of the two words.(见幻灯片) Then give them two sentences to see if they can understand the differences.

After class, I will hand out your listening exercise books so don’t forget to ________ them home and show your results to your parents. Tomorrow, you should ________ them here and hand in.

Check the answers and tell them that we can’t replace the two words in the two sentences because

though many words in English have similar meanings, and are often confused, they are not synonyms and we should use them in different ways. ‘take’ and ‘bring’ are just one group. Now

look at the sentences ‘People are not sure whether the victim was killed somewhere else and then brought to Valley Town’. again and tell them we can’t use ‘taken’ here.

4 Ask students to turn to page 101 and read the explanations of the two words and the example sentences together.(必要时用中文解释两词区别)

5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.

6. Do some exercises

Fill in the blanks with bring and take

1.When you come to the party, don’t forget to____ the wine with you.

2.Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.

3._____ the empty box away and _____ me a full one.

4.______ this present to your uncle’s house.

5. Don’t forget to _____ some CDs when come to visit us on Sunday.

Ⅱ.hear and listen

1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear?’ (When we are listening to it carefully, we can hear some birds singing.) (用幻灯打出答句)

2. Ask students to try to say the differences between the two words according to the sentence. (有必要可以用中文)

3. Read the explanations and the example sentences on p.101 together.(必要时用中文解释并提出注意点，listen 一般与to 连用)

4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.

5. 补充复习其他与hear有关词组: hear from sb=receive a letter from sb, hear of (听说)

6. Do some exercises

Fill in the blanks with hear and listen to

1. I___ a strange noise in the midnight yesterday.

2.He was _____ to the radio when I came into the room.

3.I ____ and ___ , but I could ___ nothing at all.

4. Can you ____ the telephone ringing?

5. _______ to that noise. It sounds like someone is moving furture.

6. It was so noisy that I couldn’t _____ the report.

Ⅲ.see, look and watch

1. Ask three students to read the explanations and the example sentences of the three words. (这三个词学生容易混淆，要解释一下各自用法)

2. Use the computer to do some exercises and try to remember how to use them correctly.

3. 指出几个注意点：look经常与at连用look at sth(看着什么东西)，看电影不能用look a film,

在这儿还可以把read也放在一起比较，因为中文里看书看报等在英语里只能用read books/newspapers/magazines,这一点很多学生会犯错，要注意。

4. 补充复习与look有关词组look for, look after, look out等

5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.

6. Do some exercises

Fill the blanks with look, see and watch

1.______! There are so many people there. What’s happing ?

2.Would you please ________the blackboard instead of reading your book?

3.They went to ____ the birds in the forest once a week and make some notes about it.

4.He _________the paper for a while ,but______ nothing on it .

5._______ at that dog. It’s so fat.

6. I can’t ______ the dog. Where is it ?

7. If you ______ the program tonight, you will see your favorite singer.Ⅳ.come and go

1. Invite a student to show the use of the two words with you. Say, ‘Please come to the front.’ And ‘Please go back to your seat.’ The students should do as you tell him/her to do.

2. Read the explanations and the example sentences on page 102 and do some explanations if necessary.

3. Do some exercises by computer.

4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.

5. Do some exercises

Fill in the blanks with come and go

1.When will your mother ____ back from Beijing ?

2.My father will ___ to Shanghai for business next week.

3.There are so many cars and buses ___and ___ on the road.

4.Do you want to ___ to my house ? We can watch TV together.

5. Sorry, I can’t. I have to _____ to see my uncle in hospital.

Step Three: ExercisesTask 1: Ss read the explanations and the example sentences by themselves.

Task 2: Finish the exercise on page 102. Then check the answers. Explain the main phrases and important sentences in the exercise. In the end, read the dialogue in groups.

Step Four: Homework

1. 评价手册page 109 2.一课三练page 72

Teaching Plan for 9A Unit 6 Grammar Two

Grammar Two

一 教学目的:

1. To use reported speech to talk about what someone else said.

2. To use reported speech to report questions.

二 教学重点:

The use of the word ‘dare’

三 教学手段: Multi-Media

四 教学过程:

Step One: Pre-task

Free talk with students about their daily life by asking them some questions. While doing this we can write their answers on the Bb.

E.g.1 What did you have for supper yesterday?

Susan said, ‘I had noodles for supper yesterday.’

Susan said that she had noodles for supper the day before.

E.g.2. Have you ever been to Hong Kong?

‘I have been to Hong Kong twice,’ said Tom.

Tom said that he had been to Hong Kong twice.

Ask students to study the two groups of sentences and try to find out something different. If they can’t find out , the teacher can tell them that that the sentences use different speeches. One is direct speech and the other one is indirect speech/ reported speech. If we use direct speech , we often use quotation marks. For weaker classes, we teachers use Chinese to tell them. 直接引语是直接引述别人的原话，原话用有引号，而间接引语是引述别人的话，不用引号。间接引语在多数情况下构成宾语从句。

Step Two: While-task

1. Tell the Ss that we can use reported speech to talk about what someone else said. But we have to pay attention to some rules.直接引语改为间接引语时，引述动词是现在时，则间接引语中的动词、时间、时态的形式不变。例如：She says, “ I’ll never forget the moment变成间接引语为She says that she’ll never forget the moment.但是如引述动词为过去时，间接引语中的动词时态一般要作相应的变化。遵循下列规律：

直接引语 间接引语

一般现在时 一般过去时

现在进行时 过去进行时

现在完成时 过去完成时

一般将来时 一般过去将来时

现在完成进行时 过去完成进行时

一般过去时 过去完成时

Pay attention:直接引语表达的意思是客观真理时，时态不变。如：

The geography teacher said to us，“The earth goes around the sun. ”

→The geography teacher told us that the earth goes around the sun.

2. Ask students to read Page 103 and try to understand the change of tenses. Then provide them with some exercises.

Change the sentences into reported speech.

1). ‘I like apples,’ said he.

2). She said, ‘I’m doing my homework.’

3). ‘I have received the letter,’ said Tom.

4). ‘I didn’t see the cat,’ said he.

5). ‘I will be late for school,’ said Kate.

3. After doing these exercises tell students that we not only have to change the tenses of the sentences but also have to change the adverbials of time when using reported speech。

指示代词、时间、地点状语的变化：通常总是由近指改为远指。其规律见下表：

直接引语 间接引语

now(现在) then(那时)

tonight(今夜) that night(那夜)

today(今天) that day(那天)

this morning(今天早晨) that morning(那天早晨)

yesterday(昨天) the day before(前一天)

yesterday morning(昨天早晨) the morning before(前一天早晨)

tomorrow(明天) the next/following day;

the day after(第二天)

last week/month(上星期/上个月) the week/month before(前一个星期/月)

next week/month(下星期/上个月) the week/month after(第二个星期/月)

the following week/month

this week/month(本星期/本月) that week/month(那个星期/月)

here(这儿) there(那儿)

4.After doing these ask students to do some exercises to consolidate. (page 104)

Check the answers with the students and ask them to read the sentences and see if they have any other questions.

5. ask students to study the sentences we ask them to change into reported speech just now they may find that these sentences are all statements.

1)、直接引语为陈述句时，间接引语的连词用that，that可以省略。如：

“I have lived in the south for years,” Mrs Duncan said.

→Mrs Duncan told me (that) she had lived in the south for years. Duncan夫人说她在南方住了许多年。

“I shall tell him exactly what I think,” she said.

→She said (that) she would tell him exactly what she thought. 她说她将会告诉他她所想的。

2)、直接引语为一般疑问句时，间接引语的连词用if / whether。如：

He said，“Are you interested in English?”

→He asked (me) if I was interested in English. 他问我是否对英语感兴趣。

He said，“Did you see him last night?”→ He asked (me) whether I had seen him the night before. 他问我头天晚上是否见到了他。

3)、直接引语为特殊疑问句时，间接引语的连词用特殊疑问句本身所带的疑问词如when，where，who，why，how，how many，how old等等。如：

“What do you want?” he asked me.

→He asked me what I wanted. 他问我想要什么。

“How can we improve the condition of the soil?” the farmers asked him.

→The farmers asked him how they could improve the condition of the soil. 农民们询问他如何才能提高土壤的质量。

(4、直接引语为祈使句时，间接引语不用连词，而是将直接引语改为动词不定式用作句子的宾语补足语。如：

She said to us，“Please sit down. ”

→She asked us to sit down.

He said，“Don’t make so much noise，boys. ”

→He told the boys not to make so much noise.

“Please explain why you’re two and a half hours late,” the boss said.

→The boss asked him to explain why he was two and a half hours late.

“Don’t give up!” Father shouted at him.

→Father told him in a loud voice not to give up.

“Get everything ready in half an hour,” the teacher said to the students.

→The teacher ordered the students to get everything ready in half an hour.

〖注〗主句的谓语动词有时要根据直接引语的情态和语气作相应的变化，如say说; tell sb. 告诉某人;ask问/请求;suggest建议;order命令等等。) This part is optional. You can choose to use.

6. Ask students to do the exercises on page 105.

Step Three: Post-task

1. ask students to work in pairs and try to find out the sentences with direct speech from page 96 to page97 , and then change them into reported speech.

2. Fill in the blanks:

1) ‘ I am doing some important work,’ Mr Smith said.

Mr Smith said _______ _____ _____ some important work.

2) ‘ who are you looking for?’ Tom asked Sandy.

Tom asked Sandy ______ ______ ______ ______ ______.

3) ‘ Do you want me to help you with your English,’ asked he.

He asked ______ ______ _______ ______ ______ help me with _______ English.

4) ‘ I want to know if you learn it by yourselves,’ the teacher said.

The teacher said _______ _______ to know if we _______ _______ it by ___________.

5) our teacher asked if we knew the answer.

‘______ ______ _______ the answer?’ our teacher asked.

6) Millie asked where her book was.

Millie asked, ‘_______ ______ _______ ________ ?’

1.he was doing 2. she was looking for 3. if I wanted him to ,my 4 he/she wanted , could learn , ourselves 5 Do you know 6 where is my book

3. Choose the best answers.

1) Mr Wu said he ________ us to the zoo this week.

A. would take B will take C take D takes

2) The witness said he _____under the table at that time.

A hide B have hidden C was hiding D hidden

3) The police asked if anyone _______ tell him some information.

A could B can C is able to D will

4) Can you tell me ___________?

A how far is it B how can I get there

C how can I get to there D how I can get there

5) Sandy said she ________ all the work.

A finished B had finished C has finished D will finish

6) He said he ________ his book at your home.

A leave B leaves C had left D was leaving

(1A 2 C 3 A 4 D 5 B 6 C)

Step Four: Homework:

1. Review what we have learned today and read the sample sentences on your books.

2. Finish the exercises on page 111-112 of《〈 评价〉》and page 73 of <<一课三练>>

Teaching Plan for 9A Unit 6 Integrated Skills

Integrated Skills

一 教学目的：

To identify the context of a police interview

To identify main ideas about two suspects

To use information to complete notes and a report

二 教学重点：

Words: 四会 shorts record wedding highly

三会 millionaire occur criminal

二会 hairdresser kidnap

Phrases and Sentences:

no criminal record at his sister’s wedding be kidnapped

At 8 p.m. on 28th December ,he was at his sister’s wedding.

Guan Fei was kidnapped .The victim is five years old and about one meter tall

He is a postman and known Guan Dawei for about 7 years.

三 教学手段： Multi-Media

四 教学过程:

Step 1. Lead-in

T：If someone has been kidnapped , can you ask Eddie for help ?

S：No

T：Who do you think find out the kidnapper policemen ?

S：Policeman /Detective …

T：Detective Lu is very famous , Now a child called Guan Fei has been kidnapped . His father , Guan Dawei asked Detective Lu for help . Detective Lu made some notes . Please read his notes and answer the following questions

Questions :

1.How old is the victim?

2. When did the crime occur ?

3. Who are suspects ?

Step 2. Read and write

Read the notes and complete the profiles with as much information as possible .

Step 3. Listen and write

If Detective Lu wants to find out who was the kidnapper .He should interview the two suspects .Here’re Detective Lu’s interviews with them. Listen to their interviews carefully !

1. Listen and get main idea .

2. Listen and complete the suspect’s profiles on part A , on page 106 .

3. Listen and check the answer .

Step 4.Listen and answer

Listen to Detective Lu’s interviews with the two suspects again and answer the following questions:

1.What is Xie Yiming’s job ?

2.How long has Wang Gang known Guan Dawei ? What about Xie Yiming ?

3.Did the two suspects go to the Guan’s house on 28th December ?

4.Where was Wang Gang at 8p.m on 28th December ?

5.Why did the kidnapper kidnap Guan Fei ?

Step 5. Read and write

Detective Lu wants assistant to write a report on the kidnapping case. Please help him complete Part A3. Use the notes and profiles on page 106 to help you .

1.Read and write .

2.Check the answers .

3.Let Ss read it freely .

Homework

1. <<评价手册>>Period 7

2. Have a discussion “Who is the kidnapper?”

预习Pronunciation

Period Eight Speak up & Pronunciation

一 教学目的：

1. To talk about crime and suspects

2. To talk about whether someone is innocent or guilty .

3.To understand the importance of stress when speaking English

4.To identify where stress falls in a word

5.To place stress on the correct part of a word

6.To recognize the difference in stress when pronouncing the verb or the noun form of a word

二 教学重点：

1. Word: project (四会) object increase export import (三会)

2. sentences：What did you think of our first suspect，Wang Gang?

I think it’s highly possible that Wang Gang is not guilty.

3. grammar: In English ，when you pronounce words of more than one syllable ，you often need

to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.

三 教学手段： tape recorder

四 教学过程：

Step One: Lead-in

1. Have a discussion .“Who do you think kidnapped Guan Fei，and why?” Tell Ss that there are no right or wrong answers. And encourage Ss to develop their own opinions and express them in English .

2.For weaker classes . Write some useful expressions on the board , e.g:

I think … kidnapped Guan Fei .

I think… kidnapped Guan Fei because…

I think … wants ￥...

He/ She needs the money because ...

Step Two: Speaking

Just now you talked about the two suspects . Now Detective Lu and Policeman Fu are also talking about them . Please listen and answer :

What did Policeman Fu think of Wang Gang ?

( He thinks it’s highly possible that Wang Gang is not guilty. )

Step Three: Read and act

1. Divide the class into pairs . Tell the students to read the conversation through once ,then change roles and read the conversation again .

2.Ask Ss to act out the dialogue .

3.Give Ss some time to prepare and practice their conversations .

Step Four: Lead-in

1. In English，many words have more than one syllable，we often need to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.

2. Give Ss two examples.

‘Object’is a noun. It means ‘a thing’.

‘object ’is a verb. It means ‘to say that you disagree with something’

Step Five : Listen and repeat

1.Play the recording for Part A through once.

2.Play the recording again and encourage students to imitate what they hear on the recording .tell Ss to say the pairs of words out loud.

3.Ask Ss to read the four sentences out loud.

Step six :Summary

When the stress is on the first syllable of the word，it is being used as noun.

When the stress is on the second syllable of the word，it is being used as a verb.

Step Four: Listen and Practice

Play the recording for Part B and Part C .Tell students to listen and read the words .

Step Five ：Work in pairs

1.Ask students to complete Part D on their own paying special attention to where the stress is placed in each word .They should underline the stressed syllables，then fill in the blacks with ‘V ’or ‘N.’

2.Check the answers as a class .

Homework:

1.<<评价手册>>Period 8

2.预习<

>

Teaching Plan for 9A Unit 6 Main Task

Main Task

一 教学目的:

1. To arrange pictures in chronological order

2. To complete a story by filling in blanks.

3. To match sentences with pictures

4. To write a detective story

二 教学重点:

1. words: necklace, diamond, except, wonder, shocked, jewellery, rob

2. phrases: see sb. doing sth, be charged with, get along with, do for a living, be shocked

3. To write a detective story

三 教学手段: Multi-media

四 教学过程:

Step One: Lead-in

Review the contents of reading.

Step Two: Read and answer PartA1

1. Read the context first and match the words in the left-hand column with the correct meanings

2. Encourage more able students to describe the four pictures at the top of the page

3. Ask questions: What is happening in picture 1? What is the man going to do in picture2? Can you describe something about picture 3. What happened to Tom?

4. Work in pairs. Ask students to match the sentences with the pictures by writing the correct letter in each box.

5. Ask students to read out their answers.

Step Three: Complete PartA2

Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.

Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)

Step Four: Part B1

1.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.

2.Match the sentences with the pictures. When students have finished matching the speech bubbles with the pictures, choose four students to each play a role( the young man, the young woman, Nick Nelson and the police officer)

3. Then ask students to work in pairs and report what each character in Part B1 said.

Ask students to think about what happened in Part B1. Ask

Who do you think was murdered--- a man or woman ? How do you think he/ she was killed? Is there any blood ? Who do you think is guilty ? Why do you think he/ she is guilty ?

Step Five: Part B2

1. Tell students to write their own detective stories. They can use the pictures in Part B1 or write an ending to Millie’s story on Page 109.

2. Read their own detective stories.

3. Explain the elements in writing detective stories.

Homework : Writing

1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness ? How can you get the clues ?

2. Write your own detective story

Period Ten Checkout

一 教学目的:

To practise using reported speech to repeat statements and questions

To review vocabulary related to crime and criminals

二 教学重点:

To consolidate and reinforce the grammar and vocabulary items coved in the unit.

三 教学手段： Multi-Media

四 教学过程：

Step One: Lead-in

A. Review vocabulary related to crime and criminals.

用括号中所给词的适当形式填空

1. We were very surprised that Tom was charged with _________ ( rob ).

2. Uncle Wang sells newspapers for a ___________ ( live )

3. The policemen caught those _____________ ( thief ) and took them to the police station.

4. The boss is guilty of the crime and he is a ____________ ( crime ).

5. He is __________ ( charge ) with breaking into a computer system.

B. Review the contents of the text.(见幻灯 )

Step Two: Part B

A. Write the correct words in the blanks.

B. Make a sentence with a word ( in Part B )each time.

Step Three: Review reported speech

Some sentences ( 见幻灯 )

Step Four: Read Millie’s thought bubble in Part A.

A. Explain the context of Part A. The murder in Valley Town has been solved. Millie watched an interview with Detective Lu on TV. Now, she wants to tell her father about it.

B. Ask some questions to check understanding.

1 ) Who murdered the computer programme ? ( His boss.)

2 ) Did the boss have a criminal record ? ( Yes.)

3 ) What crime did he commit before ? ( He stole jewellery.)

4 ) What was the computer programme going to do ? ( He was going to report his boss to the ploice.)

5 ) Was the suspect with blood on his shirt guilty ? ( No .)

6 ) Why did he have blood on his shirt ? ( Because he worked at the market. )

7 ) Why was he running ? ( To catch a bus.)

Complete what Millie says to her father. Remind them to use reported speech.

Step Five: Check the answers

1 ) Read out one sentence each.

2 ) Write the answers on the board.

3) Read the passage together

Homework

1.《评价》P119.

篇5：6上英语教案全

I Teaching Objectives:

1. Develop the ss’ ability of reading sub-skills----------scanning.

2. Develop the ss’ writing skills.

II Teaching Methods: task-based teaching

III Key Points and Difficult Points:

Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.

Difficult Points: Enable the students to understand the three funtions of art and to use them.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Check the answers.

Activity1. continue to check exercises of vocabulary.

Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.

Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.

Exercise5: leave it to the end of the class.

Activity2. check the exercises of Grammar.

Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行车, take one’s temperature, 量体温, mend, 修补.

Exercise2: ask one group to give me their answers.

Step2. Reading---the function of art

Activity1. Scanning---find out the three functions of art in society.

T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 艺术的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?

S: no.

T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.

(3minutes later)

t: have you found them?

S: yes.

T: what are they?

S: first of all,….., another function……, finally,……

T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.

Activity2. Explain each function.

T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction

Activity3. do exercise4 on page 100

T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?

S: ……

Step3. Discussion

T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.

(slide1. explain the questions briefly)

T; Now discuss with your partner, I will give you 4 minutes.

(4 minutes later)

T: ok, time is up. What’s your plans? Any volunteers?

(ask about 3 students)

Step4. Writing.

T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?

S: no.

T: ok, let’s see.

(slide2. explain briefly on how to write a letter and what they can write in the letter)

T: are you clear?

S: yes.

Step5. Homework

T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.

(slide3.)

T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.

S; see you.

Slide1.

Discussion: Decorating our classroom.

Questions to help:

1. Shall we have something on the wall?

Posters? Photos? Maps? Paintings? Calligraphy(书法)? And what functions do they have?

2. How can we get them?

Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?

3. Where shall we put them?

On the left/right of the blackboard at the front/back?

On the wall that is beside the door?

On the wall that is between the windows?

4. Shall we put something in the corner(角落)? And why?

5. Shall we have something on the ceiling(天花板)? And why?

What other spaces do you think can be decorated and how to decorated them?

Slide2

A letter to Mrs Cai about decorating our classroom:

Dear Mrs Chen, Oct. 9th,

Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.

Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.

Yours sincerely/faithfully,

╳ ╳ ╳

slide3:

Workbook; page 97; exercise 5; translation.

1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.

2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.

3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.