2019-2020年六年級英語下冊 Unit 4(2)教案 人教PEP.doc

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2019-2020年六年級英語下冊 Unit 4(2)教案 人教PEP Unit4 A Let’s learn 學習目標 語言技能 知識技能 情感態(tài)度 能夠聽說讀寫動詞短語learned Chinese,sang and danced, took pictures, climbed a mountain, ate good food. 能夠詢問別人在假期里所做的事情并作答。 在實際的對話聯(lián)系中培養(yǎng)學生的學習興趣以及團結合作的意識，教育學生應多熟悉身邊的人所做的事情，并能做到經(jīng)常關心他人。 重點 掌握五個動詞短語的過去式形式。 難點 動詞過去式的拼寫，動詞過去式的發(fā)音 教具 圖片，掛圖，單詞卡，錄音機，課件 準備活動 設計意圖 P r e p a r a t i o n 1. Warm-up: Let’s sing 2. Free talk: T: What did you do last weekend? I watched TV/washed the clothes 創(chuàng)設英語學習氛圍，學生在音樂中活躍氣氛，身心放松，積極主動地參與到課堂中來 為學生提供語言交際的機會，公告學過的單詞和句子，為新知做鋪墊 P r e s e n t a t i o n Today let’s talk about “What did you do on your holiday?”板書句型并領讀。找學生讀。You did a good job.I bring many pictures for you. 1. 出示一張圖畫take pictures Let’s ask Mike: What did you do on your holiday? Mike:I took pictures.領讀并板書，可找學生事先扮演Zhang Peng, 2．教師出示本部分的教學掛圖，介紹說：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike學中文的圖說：He learned Chinese. 板書 learned Chinese，帶讀。 3. 教師再次展示爬山的照片，說：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果學生猜到吃東西，教師就拿出一張美食的照片說：Yes, I ate. I ate good food. 板書ate good food和eat good food，帶領學生比較不同之處。教師帶讀，注意強調(diào)ate的發(fā)音。 4. 教師依次出示爬山和美食的照片說：I climbed a mountain. I ate good food, too. What else did I do there? Guess. 5. 教師放課前準備的歌曲錄音，放完一遍后，問學生：Do you like it? Would you like to sing along? 教師和學生一起跟著錄音哼唱歌曲。教師問學生：What did we do just now? 引導學生回答：We sang a song. 教師板書sang和sing，帶領學生進行比較。教師帶讀單詞。教師邊做動作邊說：People in Xinjiang like singing. They like dancing, too. 教師板書 sang and danced，帶讀。 Please look at John, Let’s ask:What did you do on your holiday?再次回顧climbed a mountain,ate good food, sang and danced. 6. 教師放A Let’s learn部分的錄音，學生跟讀。小組合作讀，找學生讀 ? 請學生認真觀察并說出兩個短語的不同之處，然后指導學生拼寫。 引導學生對動詞原形和過去式形式進行比較。 P r a c t i c e P r o d u c t i o n 板書設計 1.Let’s chant What did you do on your holiday? What did you do on your holiday？ I took, took pictures. What did you do on your holiday? I climbed, climbed a mountain. What did you do on your holiday? I learned, learned Chinese. What did you do on your holiday? I sang, sang and danced. 2.快速搶答 全班學生分成四大組。請一名學生上來抽取兩張卡片并依次做相應的動作，四個組的學生根據(jù)表演者的動作猜：He ate good food/……and climbed a mountain/……哪個小組首先猜出正確答案就得一分，最后總分最高的小 1.學生兩人一組，輪流抽取學生卡片編對話。 A: What did you do on your holiday? B: I climbed a mountain.What about you? A: I sang and danced. 2.Let’s play 學生兩人一組，每人在長紙條上寫兩個過去式的句子，然后把句子在單詞間空隙處剪開。學生交換剪下來的單詞，看誰能最先把同伴的兩個句子排列好。 3. Ask and answer： ?。?）教師提問：What did you do yesterday？（這句話也可以出現(xiàn)在畫面中） ?。?）學生回答：I …. Unit 4 A Let’s learn What did you do on your holiday? I took pictues. (take pictures) 圖片 在形式多樣的有趣活動中進行操練，學生有興趣 讓學生在任務中運用所學語言 教師適時的給予學生一定的指導，幫助學生表達沒有學過的動詞過去式的形式。 附送： 2019-2020年六年級英語下冊 Unit 4(3)教案 人教PEP PEP Book8 Unit 4 B Let’s read 學 習 目 標 語言知識 語言技能 情感態(tài)度 能夠聽說認讀句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school. 1．能聽說認讀Let’s read部分的內(nèi)容，完成相應的練習，并能依照范文進行仿說或仿寫。 2．能夠完成Let’s find out部分的活動。 3．能夠完成Let’s check部分的練習。 能科學合理有效地安排假日活動，并能運用動詞過去時描述自己豐富的生活經(jīng)歷。 重點 聽說認讀句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school. 難點 認讀以下單詞和短語：relaxed, prepared to…, go back, for the last day of the holiday. 教具 錄音機，磁帶，相關詞卡，圖片等 教 學 過 程 環(huán)節(jié) 師生活動 設計意圖 Preparation 準備活動 Presentation 新知呈現(xiàn) Practice 鞏固練習 Consolidation and extension（鞏固與拓展） 板書 設計 師出示A，B部分Let’s learn的短語卡片和地名卡片，學生就卡片內(nèi)容進行問答練習。 （一）分步學習閱讀中的重點語言 1. 呈現(xiàn)leave過去式left，get過去式got （1）師詢問學生，自然引入部分新單詞和句子。 T: Where did you go on your holiday? S: I went to Shanghai. T: When did you go to Shanghai? S: I went there on May 2nd. T: That means you left Pingyi/… on May 2nd. When did you get to Shanghai? ( 教師幫助引導)S: I got there on May 3rd. 師板書left和got，寫出它們的原形leave和get leave ------ left get ------- got T: When did you e back? （教師幫助引導）S: I came back on May 9th. T: It was a long holiday. 教師板書句子“It was a long holiday.”并領讀。 2. 教學relaxed和prepared 師引言： I left Pingyi on February 1st and went back on the 6th. It was a long holiday. For the last day of the holiday, what did I do? Look carefully. 師坐在椅子上休息，邊伸懶腰邊說：I relaxed. 引導學生跟說跟做。突然教師起身收拾書本，并說：Today was the last day of the holiday. I prepared to go back to school. 教師板書relaxed和prepared，并寫出它們的原形，隨后領讀。 （二）教學Let’s read 1．師呈現(xiàn)以下問題，學生集體讀一遍，然后閱讀Let’s read部分。 (1) When did they leave Beijing? (2) When did they get to Haibin? (3) When did they do on February 2nd? (4) When did they do on February 3rd? (5) When did they do on February 4th? (6) When did they do on February 5th? (7) When did they do on February 6th? (8) When did they do for the last day of the holiday? 學生回答以上問題，可以以搶答方式進行。教師播放Let’s read部分的錄音，學生跟讀，并提出不理解的句子，教師解惑答疑。 2. 讀，劃知識點。 3. 再聽錄音，學生聽錄音跟讀短文。 4. 師指導學生完成填充句子的練習。 1. Read and fill in the blanks. Chen Jie _______to Harbin on her holiday. She ________ Beijing________ May 1st. She got to Harin on May 2_______. She played ________ her friend. She ________ back to Beijing ________the 7th. 答案：went, left, on, nd, with, got, on 2．學生自主選擇某個假期日期，與別人交流后做好記錄，如：On Septermber 10th, my English teacher saw a film. She relaxed. Unit 4 My Holiday B. Let’s read leave—left get – got It was a long holiday relax –relaxed prepare --prepared 用問答的形式由舊知自然引出新知，突破難點，由易到難，層層深入。 片斷情景表演使障礙性詞匯教學變得生動有趣，有利于學生的感知和理解，有利于提高學生的學習積極性。 “搶答”是最受學生歡迎的方式，它能激起學生的好勝心，激發(fā)學生的學習興趣；而讓學生質疑和與老師進行探討，能充分培養(yǎng)其自主學習的能力。