六年级下册英语教案Unit 4 At the Sports Meeting Part A陕旅版.docx

Unit 4 At the Sports Meeting Part A 教材分析本单元是以文体运动展开话题，既谈论到了学生的校园生活，也涉及到了个人擅长的体育爱好。其中要学习到的功能结构有：What sport did you take part in? I took part in the . Did you win? Yes. I was the first in.要求学生能在语境中熟练运用这些功能结构，达到相互交流的效果。新词汇也是与文体类活动有关。在之前学过的一些运动词汇的基础上新添了throwing, 100-meter race, long jump, high jump, running race。要求学生在语用活动和生活情景中能熟练运用此类词汇进行交流。孩子们天性都喜欢玩。教学时，可注意结合学生的年龄和心理特征，从“玩”字切入，引导学生养成健康的生活和休闲方式。增强他们积极参与文体活动、积极锻炼、增强体魄的意识。来源:Zxxk.Com 教学目标【知识与能力目标】能听、说、读、写词汇：have a sports meeting, throwing, 100-meter race, long jump, high jump, running race。【过程与方法目标】Warming-up: Look and tick, Lets learn【情感态度价值观目标】一、培养和发展学生的个性。引导学生养成积极参加体育锻炼的好习惯，培养其发展有益身心健康的兴趣爱好。二、培养学生的团队合作意识和集体荣誉感。三、不断提高学生学习英语的热情，鼓励学生积极主动地参与课堂活动，大胆开口，主动交流。 教学重难点来源:Z.xx.k.Com【教学重点】能说出自己最喜欢的或擅长的体育运动的名称。【教学难点】鼓励学生积极参与体育运动，培养体育兴趣或爱好。 课前准备 来源:学*科*网Z*X*X*K图片，PPT 教学过程课程导入(Leading In)来源:Z+xx+k.Com(1)课前问答T: In the morning, many people like running and doing some exercise. Do you often do exercise? What kind of exercise do you like?S1: I like playing football.S2:I like playing ping-pong. (2)新课导入Part A Warming-up: Look and tick以此部分内容引入新课时，教师可以设计以下梯度练习：1. 第一步，在屏幕上依次出现与运动相关的器材图片，如：游泳池、溜冰鞋、自行车、跑鞋、网球或球拍、乒乓球或球拍、篮球、足球等，并提出第一个问题What is it?引领学生作答。2. 第二步，在上述图片中添加参与这些活动的人物，并提出第二个问题：What is he / she doing? 设计这个问题，回顾了进行时态的表达方式，即be + doing的结构。注意引导学生用正确的时态作答。3. 第三步，回归学生本体，提出问题：Do you like v-ing? 及What are you good at?并在屏幕上依次出现与运动相关的器材图片，和学生交流一下各人的所擅长的运动项目，在问答交流中，逐渐引出更多的文体运动方面的词汇，导入新课。课程展示活动和过程的设计建议（presentation)(1)新课展示Part A Lets learn教师承接上一环节，借助PPT课件依次展示新词汇及相应图片，教授生词。1. 教授单词throwing按照音、形、义结合的方法教学词汇。音，首先要示范清晰。读音标准。形,可以将throwing拆解为th +row+ ing三部分，把单词的拼写和发音的规则相结合。义，让学生看到单词的图示画面，采用直观教学法，展示单词含义。最后，再整体跟读。教师可结合班上的情况引导学生运用：T: Who is good at throwing in our class?Ss: . is good at throwing.2. 教授词汇 100-meter race和running race教师可先分别介绍这两个词组中的各个单词：meter米，race(速度类）比赛、竞赛，然后把100同meter用连字符连接，再接race，构成词组100-meter race 一百米赛跑running ( run的-ing形式)跑，race (速度类）比赛、竞赛，两个单词一起构成词组running race赛跑鼓励学生加以运用：T: Are you good at 100-meter race, S1?S1: Yes. Im good at 100-meter race. / No. Im good at running race. But Im not good at 100-meter race.3. 教授词汇long jump和high jump这两个词组中没存生词，字面意思也很好理解，教师可以结合动作让学生理解词义：T: I like long jump / high jump and Im good at it. Look, I can try the long jump / high jump.教师做动作进行示范后还可以更深入地和学生互动：T: Do you like long jump / high jump? Can you try?鼓励学生做一做，说一说：I like . Im good at. I can have a try.4. 教授短语have a sports meeting同样采用直观教学法，向学生展示出一个运动会的画面场景。同时教师可以这样向学生介绍：Now look at the playground, everyone. You can see many students. What are they doing? They are playing different kinds of sports. They are having the running race, throwing, long jump, high jump,.This is a sports meeting. On the playground, we have a sports meeting every year. Many students want to get No.1 at the sports meeting.教师借助画面可以一边描述释义，一边把刚刚学过的体育词汇融入进去，起到及时巩固的效果。教学小贴士学生最初接触学习的单词have表示“有、拥有”的意思，但它的用法其实非常多非常丰富，我们在后来的学习中，也学到了一些由have和其他名词一起组成的短语，如：have lunch, have fun, have a look, have a good time, have a rest, have a try等等，have在这些短语中的意思又不尽相同。教师在此可以向学生做对比说明，并带领他们回顾更多的相关词汇。(2)巩固活动教师播放录音，让学生听并跟渎Lets learn部分的词汇。然后，让同桌之间互相指读。(1)新课展示Part A: Lets talk1. 教师展示Lets talk部分的挂图，引导学生仔细观察图画，并就画面进行交流：T: Look at the picture. Who is the boy?来源:学#科#网Ss: He is Liu Zhaoyang.T: And the girl is Amy. What are they talking about?Ss. They are talking about the sports meeting.T: Yes. They had a school sports meeting yesterday. It was a great sports meeting. Do you want to know something about the school sports meeting? Who was the first in the 100-meter race? Please watch the video carefully.2. 教师播放Lets talk部分的教学视频，让学生认真观看，了解对话内容中所谈到的人物以及事情的发展情况。并提出如下问题，以检验学生们的理解情况：(1) How does Liu Zhaoyang look? Why?(2) What did he do at the sports meeting?(3) Who was the first in the 100-meter race?3. 让学生打开课本，边朗读对话边在课本上勾画出上述问题的答案，之后教师帮助学生回答问题：Liu looks tired because he took part in the boys 100-meter race and the long jump at the school sports meeting yesterday. And he was the first in the