2019-2020年六年级英语下册 Unit4 第六课教案 人教PEP.doc

2019-2020年六年级英语下册 Unit4 第六课教案 人教PEP一、教学设计思路本课时的主要内容是Lets read部分的短文理解。本课时中，教师可以首先通过本单元Lets sing部分的歌曲和师生会话复习并导入；然后，通过让学生对教师过去的一次旅行日程安排进行提问，进而接触到本课时阅读短文中的中句型等；接着让学生分组完成阅读任务。最后，通过Lets check对本单元的语言进行整体复习巩固。二、教学目标（一）知识听、说、认读短文中的一些重点句子：It was a long holiday. We left Beijing 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.完成Lets find out的活动和Lets check部分的练习。（二）能力能够简单记录并介绍自己的一次旅行及其日程安排。（三）情感培养学生合理安排学习和生活的能力及了解历史的兴趣。三、教学重难点重点：It was a long holiday. We left Beijing 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.的听、说、认读。难点：relaxed, prepared to go back, for the last day of de holiday的认读。 四、教学媒体五、教学过程1导入1）Daily greeting2）播放Lets sing部分的歌曲。3）free talkT: Where did you go on your holiday?T: How did you go there?T: What did you do there?2呈现新课1）Lets read教师出示自己制作的一次旅行日程安排表，如：TimePlaceDoNovember 4thHarbin Got to HarbinNovember 5ththe park took picturesNovember 6thshopsbought presentsNovember 7thNovember 8thNovember 9th教师让学生试着根据上边的表格对教师提问，教师提示所用语言：When did you leave?When did you get to Harbin?What did you do on ?Did you on ?教师在回答I left on 和I got on 的同时板书left和got，让学生推测其动词原形，最后教师让学生跟读两个词。2）教师询问学生的作息时间表，从而引出relaxed，T: Where were you at 8oclock yesterday?S: I was at school.T: What did you do?S: I prepared to have my English classes.T: Where were at 20:00?S: I was at home.T: What did you do?S: I watched TV.T: You relaxed.（教师作出relax的动作）让学生跟读relaxed。3）教师将学生分组，阅读Lets read。完成以下问题：When did they leave Beijing?When did they get to Harbin?What did they do on February 2nd?What did they do on February 3rd?What did they do on February 4th?What did they do on February 5th?What did they do on February 6th?What did they do for the last day of the holiday?最后教师让每个小组回答两个问题，涉及到本课时重点知识时，教师要多举一些例子，让学生去理解其句子运用，并拓宽学生运用句子的思路。4）播放Lets read部分录音，学生跟读。5）教师指导学生完成填充句子的练习。6）Lets find out教师让学生仔细观察图画。教师提问：How did people travel years ago?学生试着回答。如果学生答不出来，教师可以继续提问：Did they travel by plane?引导学生回答。然后，教师继续问类似的问题，带领学生找出古代不存在的交通工具。时间允许的话，教师还可以给学生介绍一些古代的知识背景，让学生了解当时交通工具不发达的原因，并认识一下交通工具的发展等。也可以让学生自己课下搜集一些有关资料。7）Lets check教师先让学生根据图片猜测一下图片所代表的地方，或根据图片进行提问，让学生在听前做好思想准备。如：What did he do?Where was he?How did he go there?然后教师播放录音，指导学生完成听力练习。3趣味操练“最收欢迎的黄金线”活动学生搜集“五一”黄金周的旅游线路，了解各条线路的形成安排，然后扮演一名“小记者”向全班学生汇报，如：The most popular place is Dali in Yunnan. People went to Dali by plane. They left on May 1st. On May 2nd, they went to Stone Forest. On May 3rd, they ate good food on a small boat. On May 4th, they visited Lijiang. On May 5th, they climbed Yulong Mountain.4课堂评价让学生完成本课时活动手册中的配套练习，评价学生对本单元知识的掌握情况。另外，评价还要体现在本课时教学的各个环节。5课后作业让学生模仿本课时的短文写一篇小短文。附送：2019-2020年六年级英语下册 Unit4 第四课教案 人教PEP一、教学设计思路本课时的主要教学内容是bought presents, rowed a boat, saw elephants, went skating, went ice-skating.动词词组及句子What did you do on your holiday?及回答。本课时中，教师可以首先通过第一课时的chant及第三课时中的信复习本单元已学知识；然后，通过哈尔滨导入对went skiing, went ice-skating的教学，通过对比进行rowed a boat的教学，并通过预设情景及图片进行其他两个短语的教学；接着通过Lets play部分对本课时及本单元动词短语进行巩固；最后，介绍有关贺卡的相关知识。二、教学目标（一）知识听、说、读、写动词词组：bought presents, rowed a boat, saw elephants, went skating, went ice-skating.听、说、认读句子： What did you do on your holiday? 及回答。（二）能力能够听懂、说唱歌谣 “Today I went to school”（三）情感培养学生合理安排学习和生活的能力，激发学生热爱大自然的美好情感。三、教学重难点重点：听、说、读、写五个动词词组的一般过去式形式。难点：四会单词bought, rowed和saw的读音和拼写。四、教学媒体1本课时动词关于图片。2哈尔滨相关图片。3本单元动词短语卡片4录音机及本课时磁带（音频资源），第一课时chant音频。5教学课件。五、教学过程1导入1）Daily greeting2）教师播放第一课时中的chant。3）教师找一名学生上台为大家朗读第三课时中的信（速度要慢），让其他学生根据信的内容，出示相应的图片。2呈现新课1）Lets learnT: On Johns holiday, he had fun with his cousins. Did you have fun on your holiday?T: Where did you go on your holiday?教师在教师走动，分别问不同的学生。T: Where did I go last winter? Guess.教师给学生一些提示：T: I went skiing there. Its very cold there.（教师出示有关哈尔滨的图片）当学生猜到 “You went Harbin”时，T: Yes, thats right. I went Harbin last winter. I like snow there. I can ski there.教师板书ski。教师出示滑雪的图片，T: What did I do in Harbin?S: You went skiing.教师板书went skiing，让学生跟录音读went skiing，并教学生拼读skiing。教师出示Harbin冰雕的图片，T: Did you ever see it?T: Yes. You can see it in Harbin. There are many skating rink in there.教师出示滑冰场的图片。T: I went ice-skating there.教师出示滑冰的图片，板书ice-skating，让学生跟读，并拼读。T: When do we go skating? Can we skate in summer?T: No, we cant. But we can row a boat in summer.教师出示划船的图片，row a boatT: Did you row a boat last summer? T: I rowed a boat in the Summer Palace last summer.教师板书rowed a boat，让学生跟读，拼读。T: I also bought presents for my friends. Did you often buy presents to your friends?T: A present for you. I bought it in Beijing last summer.教师给其中一名学生一个礼物.S: Thank you.教师板书bought presents，让学生跟读，拼读。教师出示一张see elephants的图片。T: Where were they? Were they at the zoo?T: What did they do?T: Yes. They saw elephants.教师板书saw elephants，让学生跟读，拼读。扩展：saw monkeys, saw pandas, saw deers, 2）Lets play教师让学生把九个动词短语分别填入任一个空格内，每个空格填写一个短语。教师按任意顺序读短语，学生在教师念到短语上画叉，如果画叉的短语连成了一条线，学生就大声喊 “Bingo!”即获胜。3）Task time教师介绍贺卡的相关知识：贺卡有很多种类，朋友身体不适可以送安慰卡；朋友心情不畅送幽默卡；失败送鼓励卡；成功有庆贺卡；出行有平安卡。贺卡除了有纸制成的，也有电子贺卡。为了节约用纸，现在提倡使用电子贺卡。教师可以教学生发送电子贺卡。教师带领学生一起阅读本部分贺卡的内容，请学生说一说Mike在旅行过程中都做了什么事情。教师设置一个情景：如果是你出行在外，想向父母亲和朋友报平安，并简单介绍旅游的情况，该如何涉及一张贺卡。提醒学生贺卡要尽量体现出不同地域的特色。3趣味操练“我不相信”游戏学生两人一组，每人一套本单元的十张动词短语卡片。一名学生从自己的卡片中拿一张，面朝下扣在桌面上，说一个过去时的句子，如： “I saw elephants.” 对方如果相信他说的句子与卡片内容相符，也从自己的卡片里抽去一张