（一）教学目标： 知识目标：
1、掌握可数名词复数的3种情况。（1）直接加“s” （2）、以”s” “sh” “ch” “x”结尾的可数名词变复数时，在词尾后加-es （3）、不规则变化，如：下列词 man, woman, child，people 等。
2、掌握句子单复数的用法，This is a/an +名词的单数形式。These are +名词的复数形式。 能力目标：
1、可以根据教师的提问做出相应的回答。 2、可以复述录音机所说的句子。 3、能根据图片信息说出简单的句子。 情感态度与价值观：
激发孩子们学习英语的兴趣和好奇心，提高他们的语言表达能力。 （二）教学重、难点：
1、以”s” “sh” “ch” “x”结尾的可数名词变复数时，在词尾后加-es
2、不规则变化，如：下列词 man, woman, child，people 等。 （三）教学准备： ppt
（四）学情分析：
学生已经掌握了很多的可数名词的复数形式，因而使本节课的教学就减少了不少难度，教师整理得有条有理，学习的内容对学生来说就简单容易多了。 （五）教学设计：
一、歌曲导入，激发兴趣
T:Hello,everyone! Are you happy? S: Yes, we are happy.
T : How to express your happiness . S1: Sing a song.
T: Good idea! Let’s sing a song of “This is the way.”Ok ?
S: Ok.
(设计意图：通过师生一起演唱歌曲，给学生创造了轻松愉快的课堂气氛，有助于师生情感的交流，使学生很自然的进入了英语课堂。) 二、新授
T: Are you ready for English class ？ S: Yes, we are ready.
T: Well, Today we will learn Lesson 12。 How Many Are
There ？ Now read together.
S: Lesson 12。 How Many Are There？
T: I have many pictures 。Do you want to see ？ S: Yes.
1. Pencils and stamps.
T : (实物或图片) What is this ？
S1: This is a pencil .（板书pencil） T: How many are there？ How many ？ S2: One pencil.
T: Yes, this is one pencil.
T : (实物或图片) What are these ？
S3: These are pencils .（板书pencils） T: Good. We can use‘many’in
以同种方式教授This is a stamp . These are many stamps .（板书stamp，stamps）
(设计意图： 呈现实物或图片可以给他们刺激，问答的形式可以使其保持注意力，并锻炼其语言的准确性。)
T: Now, look at the blackboard. (手指pencils， stamps并将s描红) Do you see the s at the end of these words？ S: Yes.
T: These words get bigger with an s. (板书) This word ’s Chinese meaning is ……（手指bigger） S5:比较大。 T : Yes ,very good .这些单词在加了字母s后数目就变大了。Please read this sentence together.
S：These words get bigger with an s . 2．Dresses ,dishes and buses
T: I have another six pictures. Do you want to see ？ S: Yes.
T: Ok. But I have a request.According to the
pictures ,repeat the sentences that the tap says .Are you ready to listen to the tap ？ S: Yes, we are ready.
每出示一张图片，放一段录音，随即让学生单独重复， 即时板书dress, dresses, dish, dishes, bus, buses
（设计意图：学生听录音，模仿标准的语音语调，培养了学生听的习惯，同时为他们最终的说打下良好的基础。） T:（手指单词dresses ,dishes, buses) These words get bigger
with an …（边说边板书） S: es
T: (板书es) All of you are very good . Read after me ‘These
words get bigger with an es .’
S: These words get bigger with an es. 3. Men, women and children
T: At last, I only have six pictures .They are about people. (出示课件一男人图片) According this picture ,who can say a sentence ？
S1: This is a man.
S2: He is a man. (板书man)
T: He is a handsome man. Do you think so ？ S: Yes.
(出示课件几个男人图片) S3: They are men.
S4: They are five men. (板书men)
（设计意图：给学生充分的自由，让他们根据图片信息，发挥想象，自由地说出句子，只要无大的语病即可。鼓励、相信他们的能力，这不但能锻炼他们的口语表达能力，并可增强他们的信心。）
T: (手指单词men ,women, children) Do they get bigger with
an s or an es ？(板书) S: No. (板书)
T: This words don’t have an s or es .They are special
words.(板书special words) 三、拓展运用
T:今天我们学习了名词的单复数，名词的复数有三种情况，第一种情况是
S: 在单词的后面加s。 T: 第二种情况是
S: 在单词的后面加es。
T: 最后是不规则的变化，如men,women,children。我们已经学习了好多的可数名词，谁能说出一些，并说如何变成复数形式？ S: book---books toothbrush---toothbrushes chair---chairs
room---rooms ……
从学生说出的众多单词中，总结名词变复数加es的规律：
以”s” “sh” “ch” “x”为结尾的可数名词变复数时，在词尾后加-es 如：
box,watch,fish,beach,couch,class,brush,toothbrush,glass,sandwich。不规则变化的单词：tooth,foot ,man,woman,children，baby,city,country,leaf,sheep,ox.
(设计意图：在教师的引导下，让学生自己发现并总结规律，锻炼学生的自主学习意识，并体验成功的喜悦.) 四、家庭作业
Activity book for Lesson 12 （五）板书设计：
Lesson 12。 How Many Are There ？
1.单词的后面加s
2.在单词的后面加es。
3.不规则变化的单词：
课后反思：
义务教育小学英语冀教版六年级上册
Lesson20 Christmas Tree
LANGUAGE LEARNING OBJECTIVES：
1. Students will be able to hear, say, pronounce and write the words: tomorrow, then, put up; to hear and say the words: thing, top.
2. Students will be able to say the sentences of the present tense, the past tense and the future tense.
3. Students will be able to describe the process of putting up the Christmas tree. KEY POINTS: Structures:
a. Yesterday I bought a Christmas tree. b. Tomorrow I’m going to put it up. c. The star always goes on top. THE DIFFICULT POINT:
To describe the process of putting up a Christmas tree in English. TEACHING AND LEARNING METHODS: 1. Autonomous learning 2. Group discussion learning MATERIALS:
Ss’ Christmas cards, some Christmas trees, some stars, some Christmas lights, some Christmas things, some gifts.
TEACHING PROCEDURES:
Teaching Teacher’s Activities procedures Ⅰ.Warm up and 1. Greeting. review.(3 min) 2. Let Ss watch a video and ask some questions. Students’ Activities Purpose Ⅱ. Presentation and Practice(33min) 1. Invite our friend Danny to come to our class; show three pictures of Danny and each picture has a key word at the back, “yesterday”, “often” and “tomorrow”. Learn part 3. Show some old present tense verbs, past tense verbs and future tense verbs and say some sentences with them. 2. Lead Ss finish the blanks on Ss’ Christmas cards with other group members and say some sentences with the words in blank to others. 3. Let Ss in each group show their answers and sentences. 4. Play a game named “Let’s find the differences!” The rules like this: one student in a group comes to the front of the computer, who should click the pictures of right answers, while other group members ask the questions one by one. After it, all the Ss should repeat together. The teacher gets the numbers of lucky groups. Start! The questions are below: Round 1 1) What did Danny do 学生观看畅1. Greeting. 2. Ss watch a video and answer 言软件中的相关视频，师the questions. 生自由会话，引出本节课的主题。 1. Ss read the words given by 邀请大家的好朋友丹尼the teacher and say some 来到课堂，出sentences with them. 示他的三张 照片，引出三 种时态的学 习。以旧带 新，从学生已 经掌握的动 词原形、三 过去式和2. Ss finish the blanks on their 单、Christmas cards in groups and 一般将来时形式入手，学say some sentences with the 生小组完成words in blank to others. 并运用3. Ss in each group show their 表格，各种时态说answers and sentences. 句子。 4. Play the game. “Let’s find the differences!” Ss read the 游戏”让我们找不同”旨在rules; the teacher gets the lucky numbers and Ss start to 让学生小组合作完成对play. 课文第三部 分的问和答， 正确点出相 应的图片，畅 言系统就会 有课文录音， 全体同学跟 读模仿。三轮 问答之后，游Round 1 戏达到了高S1: What did Danny do 潮，课堂气氛yesterday? yesterday? 2) What does Danny often do? 3) What is Danny going to do tomorrow? Round 2 4) What did Mrs. Smith do yesterday? 5) What does Mrs. Smith often do? 6) What is Mrs. Smith going to do tomorrow? Round 3 7) What did I do yesterday? 8) What do I often do? 9) What am I going to do tomorrow? 5. a) T: Well, what did Mr. Smith do yesterday? Guess! b) T: Yeah, Jenny and Li Ming are going to put up the Christmas tree. let’s watch a video and try to choose and tick: What do they need to put up a Christmas tree? c) Watch the video. d) After it, let Ss talk with group members and check the answers. e) Let Ss show their answers. 6. a) T: I have a Christmas tree on the blackboard. You have your Christmas trees on your desks. Let’s put them up. Okay? b) T: You should ask and answer with these sentences, while putting up the Christmas tree in groups. Q1: What are you going to do first? Q2: What are you going to do then? Q3: Where does the star go? S2 clicks Picture 1. All the Ss repeat it. S3: What does Danny often do? S2 clicks Picture 4. All the Ss repeat it. ... Round 2 ... Round 3 ... 5. a) Ss discuss in groups and get the answer: Yesterday Mr. Smith bought a Christmas tree. b) Ss look at the phrases given on the cards and get ready to do it. c) Ss watch the video, choose and tick. d) After it, check with group members. e) Ss show their answers. 6. a) Ss: Okay! b) Ss ask and answer with these sentences, while putting up the Christmas tree in groups. A1: First, I’m going to put the lights on the tree. A2: Then, I’m going to put Christmas things on the tree. 轻松融洽，为接下来的环节做好铺垫。 教师的提问发散学生的思维，学生可以猜任何可能的答案，每个答案都在体现英语的交际。最终答案是在课文第一部分呈现，承上启下，过渡自然。 学生带着问题观看课文视频，从所给短语中准确找到全部装饰圣诞树所需品。小组讨论核对答案，并做汇报展示。 学生小组装饰圣诞树，教师创设的真实环境让学生学会用英语做事情，体现新课标要求。 教师利用畅言系统的黑板功能，和学生英语交流，同时装饰圣诞树。实现新教学系统下，小学英语课的有效实践。 III Extension Lead Ss get the story about Students should try to get the 引导学生小组合作学习（1min) Christmas tree. story. 有关圣诞树的故事。 IV. Finish part 2, Draw and write. Ss draw and write after class. 督促学生充分运用课本Homework(2miDraw a picture of you and write 资源，完成巩n) some sentences as the 固操练。 example. 圣诞节来临V. Class closing Christmas is coming. Merry Merry Christmas! 之际，相互送(1 min) Christmas! 出祝福语，提升学生的情感态度。 Q4: Where do you put your gifts? c) Let one of six groups show their dialogues, while putting it up. d) T: Please help me put it up. T puts it up while asking some questions. A3: The star always goes on top. A4: We put our gifts under the tree. c) One group shows their dialogues, while putting it up. Ss: Okay. Ss answer the questions asked by the teacher and help her put it up.
BLACKBOARD DESIGN: Lesson 20 Christmas Tree! Let’s put up a Christmas tree! Lesson 18 The Snowman
教学目标：
1）能够听懂和理解故事，就故事进行提问和回答。
2）培养学生通过对图片的观察和讨论能主动猜测，想象，构建故事的发展。
2）通过图片的辅助可以简单复述故事，通过小组合作共同完成故
事表演。
3）通过本课幽默小故事的学习，激发学生互助互爱的良好品质。
重点难点：
重点：学生能运用多种阅读策略理解故事内容，并能运用正确的语言，语调朗读故事。
难点：学生能够根据图片和关键词语提示复述故事并能带感情的表演故事；初步理解和使用一般过去时态表达对过去发生的事情。 教学准备：PPT，课文图片，雪花图片，帽子，雪人头饰， 教学步骤： Step 1: Pre-reading
1. Greetings: T: How are you？ S：Fine. …. 2. Warming up
Play the English song of Lesson 15 and let students sing together. 设计意图：通过Lesson 15Winter Fun歌曲的呈现，创造一种轻松愉快的课堂气氛，引领学生进入主题。 3. Lead in
T: What season is it in the song? S: Winter.
T: Do you like winter? What do you do in winter? S:…
T: So do my daughter and I. Look at the picture. What did we do? S:… Yes, we played in the snow and made a snowman last winter. 设计意图:通过展示老师自己的照片拉近与学生之间的距离，渗透一般过去时态和本课知识，并能灵活运用。 Step 2 While-reading 1. 整体感知故事
T: Do you know what John did in winter? Let’s enjoy the flash. (播放全篇故事)
S: He played in the snow and made a big snowman.
设计意图：让学生整体感知故事，对整篇故事有个初步了解。
T: Can you say something about a snowman? S: It’s white. It’s in winter. It will…..
设计意图：通过对雪人特点的了解，使得学生对故事情节的发展有更好的推断。
T: Look at the picture and flash. What can the snowman do? S: He can skate and talk.
设计意图：逐步渗透故事情节。
T: Today we will learn a story about the snowman. Lesson 18 The
snowman
2. 逐图理解故事内容
Task 1: Picture 1
T: Listen and find the answer. What did John put on before he went out?（listen once or twice） S：He put on his coat and hat.
设计意图：第一幅图比较简单，所以我采用听力的形式让学生理解故事内容。 Task 2: Picture 2
T: Please watch the picture carefully and then talk about it in groups.（By the way, show some key words.） T: Where is John’s hat? S: It’s on the snowman’s head. T: Who put it on? S:John.
T: Then what happened? (Play the sound of the snowman.) S: Wow! The snowman could talk.
T: So John was very surprised. He didn’t believe it. So he took the hat off. Then the snowman was a snowman again. He put the hat on. The snowman talked again. So he believed the snowman could talk. S: According to the picture, key words and the snowman’s sound, ask some students to come to the front to show the story.
(第二幅图内容比较多，但故事情节设计巧妙，幽默，所以我采用了让学生揣摩故事情节并表演的方式使得学生对第二幅图有更深
刻的理解。) Task 3
T: Please open the book and turn to Page 48, read Picture 3 and 4, quietly and quickly find the answer to the questions. 1) Did the snowman have feet?
2) How could John help the snowman to skate? 3) Was the snowman happy later? What did he say?
设计意图：这两幅图是一个整体，所以我采用快速默读的形式让学生迅速理解故事内容。 Task 4
T: Then how did the snowman feel? Who wants to have a guess? May be he was happy/sad/excited/surprised…. S:…
T: Whose answer is correct? Let’s read Picture 5 freely and loudly. Find the answers quickly.
设计意图：这幅图是全篇故事的情感升华，所以我采用了让学生们大声朗读的策略，让学生们感受到雪人的难过，和John对雪人的爱并爽快的帮雪人排忧解难的情感态度。 Task 5
T: How did John help the snowman? Let’s read Picture 6 together. 同时老师做出神态表情，并让一位学生扮演雪人，共同参与故事情节的发展。
设计意图：故事结尾机智幽默，让学生分角色朗读，使其体验故事结尾的趣味性。 Step 3 Post-reading 1. 总结概括故事主要情节
T: According Picture2,3,6, What did John do for the snowman? (1). He put the hat on the snowman. (2). He put the skates under the snowman. (3). He put the snowman in the fridge.
2. Retell the story according to the pictures in your own words.(看时间允许灵活处理)
3. Show time. Let students show the main story plot.(灵活处理) 4. 情感渗透
T: Talk in groups and think over the question: 1. Why did John help the snowman?
2. Would you like to help your friends when they need help? (出示一些互助互爱的照片让学生体会到真情，体会到人与人之间的关心和爱护。) Homework:
1. Read the story at home and retell it to your family and friends. 2. How do you help the snowman if you are John? Please write it down.
3. Please go on to write the end of the story, and everyone should
have different ends. Step 5 Blackboard Design
Lesson 18 The Snowman
took… off… put… on…
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