2019-2020年六年级英语下册 Unit 7 Why do you like pandas（第6课时）教学设计 鲁教版五四制.doc

2019-2020年六年级英语下册 Unit 7 Why do you like pandas（第6课时）教学设计 鲁教版五四制教学目标1、知识目标：1) Master the new words and target language in this unit. 2) Learn to use where /why and what questions.2、技能目标：Enable students to learn to talk about animals.Help the students learn how to talk about animals with what /where questions.3、情感态度价值观目标：Train the students to protect animals consciously.教学重 点1. To master the new words and drills.2. To use the useful expressions freely.教学难 点To use the useful expressions freely.学情分 析本节课,学生系统复习巩固本单元所学重点内容。难点仍然在于正确运用所学疑问词及其回答，以及动词短语的应用。尤其是分清why, where,when,because,like的用法。老师要创造真实环境，引领学生模仿练习，学生将很容易达成学习目标。教学准 备Recorder. Multimedium puter教学过程： 结合学科特点，体现单元组教学环节，学习内容，时间预测，教师活动，学生活动，自主学习设计，问题探究，单元组合作，同层竞争，人人参与，精讲足练，联系实际，点拨升华集体备课个人备课Step One: Show the preview works (text-books and exercise book) in layers. (5m)Teacher: 1. Draw a check table on the blackboard. 2. Watch the students and guide them to do better. 3. Show the aims for students to choose.(At the same time, students step into the second step slowly, some by some.)Step Two: Learn by themselves. (20m)Students: 1. Choose learning aims.2. Learn on their own. 1) Review the words and target language points in this unit.2) Make a conversation with all the useful expressions learnt in this unit.3) Do exercises.（同步self-check）Teacher: Watch the students and help them whenever necessary. Gather questions.Step Three: Discussion (5m)Step Six: Show students how to preview for next class. Homework:1. Preview the words in Unit 7, be able to read and translate half of the key words.(黑体)2. Remember all the key words.(DCA层必做)3. 选做 Preview the content in Unit 8 A 1a, recite the conversation.小结： 学科知识构建与板书设计Unit 7 why do you like pandas?Learning aims:1) Master the new words in this unit. interesting, cute, fun, smart，pet, leg, cat, sleep, south, kind, beautiful, flag, lost, luck, cute，ivory ,remember, made of, danger, kill, symbol of, people, figure, cut down, places, 2)Target Language: We are students from Thailand.We want to save the elephants. Elephants can also walk for a long time and never get lost.This help them to live.We must save trees and not buy things made of ivory.反思与重建附：课前检测题：个性预习作业同层对比课堂检测题：1. 有几分 _ of 2. 在危险中 _ danger3.南非South _ 4. 画地好 draw _5. 拯救大象 _ the elephants 6. 走很长时间 _ for a long time 7.由-制成_ of 8.好运的象征the _ of good luck作业设置：Homework:必做：1.Preview the words in Unit 5, be able to read and translate half of the key words.(黑体)2.Remember all the key words.(DCA层必做)选做: Preview the content in Unit 5 A 1a, recite the conversation. 附送：2019-2020年六年级英语下册 Unit 8 I am watching TV Section A（1a-1c）教案 鲁教版五四制一、教材分析：本单元是Unit 8，主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。二、教学目标 1.认知目标: What are you doing? I am watching. What is he doing? He is doing homework.Is she reading? No, she is doing her homework.2. 能力目标: (1)、能抓住人物的主要特征来描述人物的外貌,并根据描述画出人像。 (2)、能概括人物的外貌特征并根据人物特征推理出某一人物。3. 情感目标: 通过描述同学、教师或自己的偶像的外貌,表达自己的看法,使学生在人际交往中学会尊重和理解别人,学会交换不同的看法,了解他人的爱好,增进情谊。三、教学的重、难点：基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和现在进行时的用法。教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。四、教学方法1、教法分析：（1）现在进行时是学生刚刚接触的一种新的语法项目，而本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学,学了就用）。（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。五、教学工具Ppt, tape, pictures六.教学过程设计The First PeriodStep 1Warming up(“良好的开端是成功的一半”， 因此，我认为能以一种新颖的问候方式或复习方式进入一节课，就能唤起学生的兴趣，使学生保持一种积极的学习状态，或循序渐进地导入所学的内容，那么可为这节课的成功打下基础，同时也能给自己适当的减压。）T：We are having an English class now. What are we doing now?(Help the students to answer: Were having an English class now.)接下来教师要求几个学生做一些动作，让其他学生用英语来猜测。（目的是为本节课的现在进行时作好铺垫）Step 2Presentation(Section A 1a. 1b ,1c,2c)教师出示几张图片,引出现在进行时的结构和用法。(1)叫一位学生按照老师图片上的提示做动作，教师接着说：T: He/ Sheis singingnow.They areplaying footballnow.T: What ishe/ she doing?He/ Shesplaying footballnow2）然后叫一个学生做动作，另一个学生问，进行问答练习。S1: What are you doing now?S2: Im watching TV.(etc.)sing-singing / watch-watching / play-playing/etc.这样设计的目的是让学生在交际情景中感受出现在进行时的结构和用法。Step 3 Practice1. Show some pictures and let the students ask and answer in pairs.e.gWhat are you doing ? I am eating.What is he doing? He is eating.What are they doing? Theyre eating.2. Practice Section a (1a)3.然后叫学生归纳出现在进行时的结构句型。主语+ am/ is / are+动词的现在分词（培养学生归纳能力，找出记忆的规律。）Step 4Listening接下来的任务型听力要求学生对动作作出反应，教师可承接刚开始的话题，引导学生根据所学语言完成以下A: What are Dave and Mary doing?B: They are eating dinner.A: What is John doing?B: He is doing homework.(通过听力训练，现在进行时的结构得以很好的落实Step 5Pair work接着教师叫一些学生背向着全班同学来做一些动作，让其他学生来猜他或她正在干什么。（小组比赛，猜对的同学以一颗红星加以鼓励，比一比哪组同学的红星最多。）如：Is Lillie writing? No, he isnt.Etc.直到猜对为止。（在课堂活动中实行鼓励性评价，能促进学生的竞争意识和学习英语的积极性。）然后叫学生看第26页2C部分的内容，让学生进行结队练习。本部分要求学生掌握一些固定的词组搭配，如：write a letter, eat dinner, do homework, talk with等。Step 6 Group work接下来我设计的任务是要求三个学生为一小组，进行问答练习。如：What are you doing ? I am talking.What are he/ she doing? He/ She are talking.Are he/ she talking?Yes, he/ she are./No, he/ she arent.(这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)Homework:1.熟记本课的单词、词组和句型。2.完成Shelf Check 3.3.观察今晚自己一家人做的事。七.板书：Unit8 Im watching TVdoing homeworkwatching TVcleaningreadingtalking on the phoneI