臺(tái)兒莊區(qū)第二小學(xué)六年級(jí)英語(yǔ)下冊(cè)Unit1Afamilyouting第2課時(shí)教案湘少版

1、Unit 1 A family outing第二課時(shí)教學(xué)內(nèi)容C Lets Practise D Lets Read教學(xué)目標(biāo)1能聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀“beach，restaurant”新單詞。2能運(yùn)用句型“My family”描述家庭活動(dòng)。3能用“l(fā)ikes to 描家庭成員活動(dòng)。4能在教師的指導(dǎo)下讀懂 D 部?jī)?nèi)容，并根據(jù)內(nèi)容判斷句子正誤。5促進(jìn)家庭和諧，培養(yǎng)學(xué)生熱家庭、熱愛(ài)生活的情感。教學(xué)重難點(diǎn)1.重：能聽(tīng)懂、會(huì)說(shuō)、認(rèn)讀“beach restaurant，ourselves”等新單詞，能正確閱讀、理解 D 分短 文。2難點(diǎn)：掌握當(dāng)主語(yǔ)是第三人單數(shù)時(shí)，動(dòng)詞的單三式變化。教學(xué)準(zhǔn)備單詞卡片、錄音帶、課件

2、等。教學(xué)過(guò)程一、熱身/復(fù)習(xí)(Warm-up/Revision)1單詞卡片出示 B 部分組，學(xué)生搶答認(rèn)讀詞組。2教師提供幾張圖片，請(qǐng)學(xué)生據(jù)圖片描述人物活動(dòng)。(1)Annes family will go to the park.(2)Peters family watches a movie together.(3)Dongdongs family goes to the library.二、新課呈(Presentation)(一)學(xué)習(xí) 部分 s Practise1Talk about our family outings during the holidays.12出示 C 部四個(gè)家庭圖片，解

3、不同家庭的活動(dòng)。(1)帶 讀Peters family ，Annes ，Tims family，my family .(2)問(wèn)答練習(xí)。T：What is Peters family doing is A nnes family S s：Peters is watching a movie togetherSs：(二)學(xué)習(xí) 部分 s 1教師用課件呈現(xiàn)自己度假的片。T：My family went on an outing this holidays.We went Sanya.教師用課件出示例句描述家庭成員活動(dòng)。eg：My father and I play football on beach.

4、2出示 Mr Liu 的庭活動(dòng)圖片(1)小組內(nèi)自由會(huì)話，描述 Mr Liu 家成員的活動(dòng)。(2)First, read it by yourselves in two minutes.And then do the exercises.Put a Tick or a cross：Many families go shopping at weekends.( )Mr Lius family has a at the park.( )Mr Lius daughter doesnt like to play on beach.( )第一遍閱讀后，做簡(jiǎn)單判斷題，旨在引導(dǎo)學(xué)生練習(xí)跳讀，快速發(fā)現(xiàn)關(guān)鍵信息，

5、對(duì)于學(xué)生初步感知體結(jié)構(gòu)和 梗概大 意有幫助。3Complete the exercise.運(yùn)用查讀法進(jìn)行第二遍仔細(xì)閱讀，獲取信息。然后與同學(xué)交流確定答案，自主選擇。培養(yǎng)學(xué)生的作學(xué)習(xí)能 力。核對(duì)答案。三、語(yǔ)言操(Practise)1自由朗讀 D 部短文，達(dá)到練的程度，掌握一些固定短語(yǔ)的習(xí)慣表達(dá)。2全班分為兩個(gè)大組，比賽朗 分。這一部分旨在加深對(duì)短文的理解，培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感3課件出示 Dong 一假旅游活動(dòng)圖片，分組嘗試描述不同成員的活動(dòng)。2四、作業(yè)布(Homework)1仿照 C 部，向同學(xué)介紹你家庭活動(dòng)。2跟讀 D 部短文。板書(shū)設(shè)計(jì)Unit 1 （Part C，D）My family goe

6、s to the beach/watches a movieThey like to swim in the sea.His daughter likes to play games on the beach.3Unit 3 We should learn to take care of ourselves一、重點(diǎn)詞匯積累：healthy 健康 keep 保 exercise 鍛；練習(xí)jog 慢跑 take care of 照顧 wash hands 洗手do exercise 做運(yùn)動(dòng) take long walks 長(zhǎng)距離散步every day 每 feel happy 感開(kāi)心eat hea

7、lthy food 吃健食品an 80-year-old man 一個(gè)十的老人have a rest 休 one or hours 一個(gè)小時(shí)go to bed 上床覺(jué)二、實(shí)用句型集錦：1. We should learn to take care of ourselves.我們應(yīng)該學(xué)習(xí)會(huì)照顧我們自己。2. We should wash our hands before eating. 們應(yīng)該飯前洗手。3. We should eat healthy 。 我們應(yīng)該吃健康食品。4.We should do exercise every 我們應(yīng)該每天做運(yùn)動(dòng)。5. We want to be stro

8、ng。 我們要變強(qiáng)壯。6. At night, he sometimes watches for one or two hours.在晚上，他有時(shí)看一兩個(gè)小時(shí)電視。7. For lunch, he has rice vegetables, fish and chicken.午飯，他吃米飯加蔬菜、魚(yú)和雞肉。三、名師精析1. We should learn to of ourselves.我們應(yīng)該學(xué)習(xí)會(huì)照顧我們自己。 should 為情動(dòng)詞，意為“應(yīng)”, 后接動(dòng)詞原形。learn to +動(dòng)詞原, 表“學(xué)習(xí)做某事”如：I want to learn to cook.我想要學(xué)習(xí)做飯。take car

9、e of = after 意為照顧；照看”2. Mr. Lin is an 80-year-old 。 林先生是一位八十歲的老人。80-year-old 是一形容詞，意“八十歲的”，它是由“數(shù)詞 +名詞形容”構(gòu)成的， 中間用連字符連接，其中的名詞用單數(shù)形式。如： He is a ten-year-old 他是一個(gè)十歲的男孩。3.知拓展 用（1）exercise 作運(yùn)動(dòng)；鍛煉解時(shí)，是不可數(shù)名詞。如：We should do exercise. 我們應(yīng)該多做運(yùn)動(dòng)。（2）exercise 作體操；練習(xí)解時(shí)，是可數(shù)名詞。如：do morning exercises 做操 exercises on th

10、e 鋼琴練習(xí)4 / 20Unit2 Time 教設(shè)【容源人民教育出版社（一起點(diǎn)六年級(jí)下冊(cè) Unit2【課題All Around Me時(shí)第 時(shí)：Story 一本教目1. 引學(xué)生借助圖片和其他閱讀策略讀懂本單元的故事，按照故事內(nèi)容回答 B 項(xiàng)題，并 表演小故事。2. 通學(xué)習(xí)小故事，引導(dǎo)學(xué)生懂得團(tuán)結(jié)就是力量的道理。教建1. 熱活動(dòng)請(qǐng)學(xué)生說(shuō)說(shuō)自己去過(guò)哪些國(guó)家或想去哪些國(guó)家。并把表示這些國(guó)家及其人民的單詞寫(xiě)在黑板上。其中要涉及到 Australia-Australian, Egypt-Egyptian,和 Japan-Japanese。若學(xué)生沒(méi)有提及這些國(guó)家，教師可以說(shuō)I to / want to go

11、 to these countries. 從而引出上述三國(guó)。2. 導(dǎo)故事教師出示第一張故事圖片，介紹背景： Look at the a big turnip!Its even taller than the farmer! What do you think the farmer wants to do with the turnip? 并請(qǐng)學(xué)生根圖片進(jìn)行預(yù)測(cè)。在學(xué)生預(yù)測(cè)之后，教師說(shuō)Now, please read story and see what happened. Tip: 導(dǎo)環(huán)節(jié)要注意引導(dǎo)學(xué)生細(xì)觀察圖片信息，并通過(guò)師生問(wèn)答的方式，幫助學(xué)生明確 故事發(fā)生的時(shí)間、地點(diǎn)及背景，為后續(xù)閱讀活

12、動(dòng)做準(zhǔn)備。3. 閱故事(1) 請(qǐng)生第一遍閱讀，圈出故事中的人物。(2) 請(qǐng)生第二遍閱讀，嘗試獨(dú)立完成 B 項(xiàng)任，根據(jù)故事內(nèi)容將句子排序。(3) 請(qǐng)生同伴之間討論并核對(duì)答案。(4) 全訂正答案。 人特征在故事中描述得不多，但作為本單元重點(diǎn)復(fù)習(xí)的內(nèi)容，教師可以引導(dǎo)學(xué)生 通過(guò)觀察圖片大膽想象，用自己的語(yǔ)言描述故事中的人物特征，增加趣味性。4. 讀拓展(1) 討最后一張故事插圖 教可提出以下問(wèn)題請(qǐng)學(xué)生討論： What are they doing in5the picture? How do you think they feel? Why?(2) 分故事結(jié)構(gòu) 教要引導(dǎo)學(xué)生進(jìn)一步分故事的結(jié)構(gòu)，明白故事

13、的開(kāi)端是什么，發(fā)展過(guò)程是什么， 高潮是什么，結(jié)局是什么。每一步可以總結(jié)成一到兩個(gè)句子，為復(fù)述或表演故事打基礎(chǔ)。5. 朗故事(1) 請(qǐng)生聽(tīng)錄音，模仿跟讀故事。(2) 請(qǐng)生選擇喜歡的文段進(jìn)行朗讀。6. 表故事(1) 請(qǐng)生六人一組，一人扮演蘿卜，其余五個(gè)人扮演拔蘿卜的人，合作表演故事。(2) 鼓學(xué)生在表演前對(duì)故事進(jìn)行必要改編。如在中國(guó)老農(nóng)去叫澳大利亞人幫忙時(shí)，加入必要的臺(tái)詞；在澳大利亞人去叫埃及人時(shí)，也加入相應(yīng)臺(tái)詞在老農(nóng)邀請(qǐng)大家共享蘿卜湯 時(shí)，也加入臺(tái)詞。(3) 請(qǐng)家先分組排練，然后上臺(tái)表演?！窘谭础?2The fourth （四時(shí)Part B Lets learn & Look and talk

14、教內(nèi)容與目標(biāo) 課時(shí)教學(xué)內(nèi)容Let learnLook and talk 教重點(diǎn)課時(shí)教學(xué)目標(biāo)通過(guò)圖片、動(dòng)作、課件等學(xué)會(huì)聽(tīng)、說(shuō)、讀、寫(xiě)read book， saw a film, had a cold, slept, last weekend/night/Monday, yesterday, the day before yesterday。熟練運(yùn)用上述單詞和短語(yǔ)詢問(wèn)過(guò)去某個(gè)時(shí)間對(duì)方做了什么事情。 了解并掌握常用不規(guī)則變化的動(dòng)詞過(guò)去式及與一般過(guò)去時(shí)搭配使用的時(shí) 間狀語(yǔ)能夠運(yùn)用句型“What did sb. do？ “Did sb.?”詢問(wèn)過(guò)去某個(gè) 時(shí)間他人做了什么事.能夠聽(tīng)、說(shuō)、讀、寫(xiě) read

15、a book， saw a film, had a cold, slept 和些過(guò)去時(shí) 常用的時(shí)間狀語(yǔ)。 教難點(diǎn)能夠運(yùn)用句型“ did sb。 do？” “Did sb.？”詢問(wèn)過(guò)去某個(gè)時(shí)間他人做 了什么事情。 教準(zhǔn)備1。 預(yù)狀元大課堂優(yōu)業(yè) 分元業(yè)本中本課時(shí)的相關(guān)內(nèi). 2。 PPT 課、課文音頻、視頻、繪本等。 教過(guò)程Step 1:Warm-up & & Lead-in1. Greetings。2。 Lets chant.33。 Free talk。T: How was your weekend？Ss： It was interesting/great/boring/bad/T： What d

16、id you do last weekendSs： I4。 Leadin。Can you guess what I did last weekend?Ss: Did you？T: No, I didn / Yes, I did。 I read a book last weekend. Its in 。 I liked it much. It 。Give students several to guess the answer. Then present a pictureof “read a book”. Lead students to learn the new word “read” a

17、nd payattention to its form and pronunciation。 In the simple tense and past tense， it looks the same, pronounces in different ways. Teaching purpose歌謠熱身能活躍課堂，營(yíng)造輕松的學(xué)習(xí)氛圍?？焖俸?jiǎn)短的自由對(duì)話和猜答案游戲幫助增進(jìn)師生交流，創(chuàng)造和諧的師生氛圍，幫助復(fù)習(xí)本單元前三課時(shí)所學(xué)的重點(diǎn)短語(yǔ)和句型， 為后面的學(xué)習(xí)打好基.Step 2：Presentation1。 Learn the time。45（1） Present the calendar.

18、出課)Last weekend was the 18th and 19th day 。 (Circle and point the timeT： What about the 25th and 26th day? （Circle and point the 。)Ss: Its this weekend.T： Today is Friday. It the 24th day. （Point the date and circle itT： What about the 23rd day?Ss: It was yesterday。T： And the 22nd day was?Ss: The da

19、y before yesterday。T： Excellent! You all did a very good 。 Now look the time wepresent here. Can out some regulations? When do we use “this”, “before” and “l(fā)ast”?Ss： （2） After students share their opinions， the teacher makes a briefsummary. Then extend “l(fā)ast week “l(fā)ast Monday the help of the 。（3) Pr

20、esent the key words and phrases of the past on the （出課件） Students read words after the and learn the ways ofexpressing the past time. The can “tomorrow” and “the day after tomorrow” after students have command of the past time。(4） Pair work。 (出示課件）Students ask and answer the questions.S1: What did h

21、e/she do？S2： He/She Teaching purpose利用日歷的直觀數(shù)軸式呈現(xiàn)，有效幫助學(xué)生理解表示過(guò)去時(shí)間的狀語(yǔ)。通過(guò)時(shí)間不同層次的推進(jìn)，讓學(xué)生通過(guò)觀察先嘗試總結(jié)過(guò)去時(shí)間狀語(yǔ)的使用方法，提升學(xué)生的自主學(xué)習(xí) 和思維能力。利用簡(jiǎn)短的對(duì)話設(shè)計(jì)，結(jié)合場(chǎng)景圖快速結(jié)合舊知整合新知。672。 Learn the phrase “saw a film。T: Do you know the book Alice in Wonderland? Its a very famous 。 Andits also adapted into film。 The film is fantastic.Pre

22、sent a short part of the film. （件出示：電影愛(ài)麗絲漫游仙境片) T: Did you see the film before?Ss： Yes， I did. / ， didnt.T： When did you see the film?Ss： I saw itTeach the words “seesaw and the phrase “saw ”。 Students read after the recording, and pay attention to its irregular word-formation. Teaching purpose延續(xù)熱身活

23、動(dòng)引出的愛(ài)麗絲漫游仙境繪本，借此引出由此改編的電影，通過(guò)影片剪輯的短視頻，帶領(lǐng)學(xué)生初步領(lǐng)略經(jīng)典文學(xué)著同時(shí)多感官的呈現(xiàn)方式有助于加深學(xué)生對(duì) 生詞的理解3. Learn the phrase “had a cold and the word “slept”（1） Present the pictures of Amy. 課出示Lets learn 板 Amy 的 幅圖）T: What did Amy do last weekend?Ss： She read a book and saw a 。T: Did she like the book and the film?Ss: Yes， she di

24、d.T: How do you know ？Ss： Because when she read the book and ， she looked happy。 （2) Present the two pictures of John8T: How did John feel?Ss： He felt sad/bad/sick/tired (Present the words “feel-felt”T: Why did John feel so bad?Ss: Because he had a cold。 （Present the phrase “had a cold”T: No wonder

25、he Maybe sleeping could help him feel （Present the words “sleepsleptTeach the new words and the phrase. Lead students to read after the recording, and pay attention to their irregular word-formation。 Teaching purpose情境導(dǎo)入學(xué)習(xí) had a cold 和 slept,通觀察圖片中人物的表情和狀態(tài)，推測(cè)其心理狀態(tài)。在提高學(xué)生語(yǔ)言表達(dá)能力的同時(shí)，培養(yǎng)學(xué)生的觀察能.通過(guò)動(dòng)詞原形和過(guò)去式形

26、式 的對(duì)比引學(xué)生關(guān)注和了解常見(jiàn)動(dòng)詞過(guò)去式的不規(guī)則形式。Step 3: Practice1。 Game-Get down the stairs.（示課件T： Can you read the words and the phrases presented the steps correctly？2. Read in roles.（1） Play the video “Lets learn”。 （出示課件） Students read after the video and attention to pronunciation and the 。 Teaching purpose引導(dǎo)學(xué)生通過(guò)視頻跟

27、,能用正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)熟悉對(duì)話內(nèi),加深理 解。9Make sure students can read the correctly, fluently and emotionally.（2) Students read the dialogue in 。 Boys play the role ， and girls play the role of Amy.3。 Guess and say。 (出示課）Can you guess what Amy and John did yesterday?(1） The teacher makes a model with a student。

28、 students how to conduct the 。(2) Highlight the sentence pattern。 Teach students how to use it.(3） Students look at the pictures Guess and ： A student asks the ， and the answer 。 Teaching purpose借助課本人物，創(chuàng)設(shè)語(yǔ)言情境，通過(guò)覆蓋部分圖片，引導(dǎo)學(xué)生觀察并預(yù)測(cè)，猜測(cè)的活動(dòng)在提高學(xué)生語(yǔ)言綜合運(yùn)用能力的同時(shí)，也能幫助提升學(xué)生的學(xué)習(xí)興趣和操練的趣味性。 Step 4: Consolidation & Exte

29、nsion1. Yes or No.（1） Look at the pictures and complete the sentences.The teacher makes a model first. Highlight the key points and students how to complete the sentence.Then students complete the rest sentences（2） Pair work。Work in pairs。 Ask and answer the questions about what you did in the past

30、time。102. Lets a game.Present the words.Well play like this:S1: Last Sunday, I （A)S2： Last Sunday, I (A & S3: Last Sunday， （A B ）S4： T: Lets see who has the best memory。Choose the 。 Teaching purpose通過(guò)“ or No和記憶游戲環(huán)節(jié)，鍛煉和培養(yǎng)學(xué)生的記憶能力，幫助學(xué)生加深對(duì)本 課核心語(yǔ)言的理解和記憶。3。 Look and 。（1) Divide students into several group

31、s。 Students work in groups and look at the table below for a few seconds。 Then they cover it. 。（課件出示Look and talk 板的表格）（2) Show time。Students show their dialogues can conduct the dialogue like ： A: What did John do yesterday?11B: He slept。A： Did he have a cold yesterday？B: Yes, he did. Teaching purp

32、ose學(xué)生能夠正確使用本課所學(xué)的單詞和短語(yǔ)與他人交流，描述過(guò)去時(shí)間做的事. 板設(shè)計(jì) 作設(shè)計(jì)1. Remember the key words and phrases of this lesson, and read dialogues fluently.2。 Have a good command of the regulations of verbs in the simple past tense。 Find more irregular forms.3. Do the （見(jiàn)“狀成才路”系列叢書(shū)創(chuàng)優(yōu)作業(yè) 分或狀元作 業(yè)本對(duì)應(yīng)課時(shí)作業(yè)） 教反思1。 充利用圖片、音頻、歌曲、電影視頻等多媒體手

33、段，豐富學(xué)生的感官體驗(yàn)，加深和促進(jìn)對(duì)單詞和短語(yǔ)的理解與記憶。同時(shí)活躍了課堂氣氛，有助于營(yíng)造輕松活躍的課堂 氛圍，激發(fā)學(xué)生的學(xué)習(xí)興.2。12利用日歷的直觀數(shù)軸式呈現(xiàn)，有效幫助學(xué)生理解表示過(guò)去時(shí)間的狀語(yǔ)。通過(guò)時(shí)間不同層次的推進(jìn)，讓學(xué)生通過(guò)觀察嘗試總結(jié)過(guò)去時(shí)間狀語(yǔ)的使用方法，提升學(xué)生的自主學(xué)習(xí)能 力和思維能.3. 教活動(dòng)設(shè)計(jì)逐層深入，引導(dǎo)學(xué)生觀察圖片和動(dòng)詞形,在提高學(xué)生語(yǔ)言表達(dá)能力 的同時(shí)，也培養(yǎng)觀察力。操練過(guò)程注重新知與舊知的整合與運(yùn)用。4. 通各種方式創(chuàng)設(shè)語(yǔ)言情境，讓學(xué)生詞不離句，句不離境。鼓勵(lì)學(xué)生在學(xué)習(xí)的過(guò)程 中試錯(cuò)，在不斷嘗試和體驗(yàn)中習(xí)得語(yǔ)言的表達(dá)規(guī)則。 Teaching Contents

34、Teaching Aims Let learnLearn to listen, speak, read and write the words and the phrases: read abook， saw a film， had a cold, slept, last weekend/night/Monday， yesterday， the day before yesterday。Use the words and the phrases above to describe what activities did in the past 。Understand and master th

35、e irregular verbs and some adverbial expressions time commonly used in the simple past tense。Look and talkUse the sentence patterns in B” to ask what people did in the past time。 Teaching PrioritiesLearn to listen， speak, read and write the words and the phrases： read abook， saw a film, had a ， slep

36、t and adverbial expressions of time commonly used in the past tense. Teaching DifficultiesUse the sentence patterns in B” to ask what people did in the past time. Teaching Procedures13Teaching Stages Teachers Activities Students Activities1. Greetings。Teaching PurposesThe warmup song canWarm-upRevis

37、ionLeadin1. Greetings。 2. Lets chant。 3. Free 。4. Lead-in。2。 Chant。3. Talk with the。4. Guess what theteacher did lastweekend.help arouse theatmosphere of learning in class. Free and the guessing game canhelp review the wordsstudents learned last1. Teach the time。(1） Present the calendar. （2) Summari

38、ze andextend.（3） Teach the key words and phrases of the past time。（4） Pair work。class。Enable students tounderstand and master（1） Learn the time on the adverbialthe calendar. expressions of time (2） Learn the time in commonly used in the simple past tense. simple 。 Let (3) Read after the them observe

39、 andteacher. summarize on their own （4) Work in 。 first. Cultivate theirabilities ofindependent thinking。PresentationUse the book to lead in2。 Teach the phrase “saw a filmWatch the short video。 Learn the words “see saw and the phrase“saw a filmthe film and then the new phrase “saw a film Give students a chance to feel theculture of childrensclassic literature。 Lead in the new word3. Te