六年级上英语教案Unit 2 What happened to your neck北京课改版.doc

Unit 2 What happened to your neck?单元计划单元教学目标：1. 能对身体健康状况进行询问及回答。2. 能听懂、认读hurt、cut等动词的过去式，并能在相应情景中运用。 3. 能读出含有字母y的单词，知道y在单词中的不同发音及字母组合ay、ey的发音。 4. 能理解本单元Listen and say中的三个对话内容，并能朗读对话。5. 能读懂、理解Now I can read中的语段，并尝试复述。 6. 增强安全运动意识和自我保护意识，并能主动关心他人健康。单元教学重难点：教学重点：1. 理解，朗读对话。2. 询问身体状况及回答，说明产生状况的原因并给出合理的建议等功能用语，要求学生能在恰当的情景中交际运用。教学难点：正确运用动词过去式表达在过去时间发生的事情。单元教学内容：Structure: Why did you stand on your head? Because I wanted to practice kung fu. What happened to you? I hurt my right leg. What did you say? I said you should stop eating too much.Key vocabulary: Stand on your head, practice kung fu, cry, fell, go to hospital, cut my finger, hurt, broke, scratched, eating too much, playing computer games, smokingLetters and sounds: Y, year, yellow, baby, lucky, stay, play, by, fly, sky教学时间：4课时课 题G6 U2 What happened to your neck? L5教学目标1.能运用功能句“Why did you ? Because .”在情境中对身体状况进行交流，并能对产生状况的原因进行询问和回答。2.能理解、认读动词或动词短语wanted, cut, fell down等，并能运用这些动词说明发生的情况。3.能理解并正确朗读本课对话。4.增强安全运动的意识。教学重难点教学重点：理解对话内容，运用功能句进行问答。教学难点：对发生状况的原因的表述。教具准备单词图卡、教学课件教学过程 I Listen and say1. Lead-in（1）Free talk: How are you today? What did you do yesterday?（2）教师呈现人物肚子疼等图片，问：“Whats the matter with them?”引导学生观察并回答: “He / She has a stomachache.”2. Learn the dialogue（1）认识图中人物，引导学生观察对话情景，看图预测人物话语。a. 教师呈现对话主题图，问：“Whos he? Is Mike well today? Whats wrong with him? Where is he now?”引领学生尝试回答。b. 鼓励学生预测Mike脖子疼的原因。c. 教师问：What happened to Mike? Why did he hurt his neck? 教师播放动画，学生视听理解。（2）初听理解对话。a. 播放不带文本的对话，思考教师的问题。b. 回答问题。c. 引导观察主题图中Mike 倒立的图片，理解“stand on head”.d. 呈现成龙、李连杰等功夫影星图片，理解“Chinese kung fu”, 问：“Do you like Chinese kung fu?”或让学生模仿一些动作。e. 教师呈现X光片的实物，帮助学生理解take an X-ray, 告诉学生射线对人体有伤害。f. 学生自读对话，内化理解。（3）听录音模仿跟读。a. 播放对话录音，模仿跟读。b. 教师带读，提醒学生按意群朗读，并注意连读的处理。（4）角色扮演。a. 教师与学生分别扮演Mike 和doctor, 朗读会话。b. 开展pair work, 学生在组内分角色朗读，互相纠正读音问题。c.选几组到教室前面展示。II Listen, look and learn 1. 词句学习（1）教师呈现学生倒立图片，问：“What did the boy do?”引导说出短语“stand on head.”“Why did he stand on head?”生答：“Because he wanted to practice kung fu.”(2)教师呈现小女孩哭的图片。问：“Why did she cry?”学生观察思考，尝试表达。教师给出短语“fell down”,可运用肢体语言辅助理解意思。引导回答：“Because she fell down.”(3)教师呈现图卡：“go to the hospital”, “cut my finger”,结合图片、词卡认读理解。尝试问答：“Why did you go to the hospital?” “Because I cut my finger.” 2. 巩固练习（1） 教师依次呈现三幅图，学生逐一问答: “Why did you ?” “Because I .”(2) 开展pair work。 学生在组内问答练习。学生用记录卡作简要记录。（3）教师指名问答。3. 拓展运用（1）教师利用PPT呈现几种场景:Ken吃了浆果肚子疼，Ann的眼睛受伤了等，引领学生观察情境，并给出关键动词短语支撑。（2）学生开展小组活动。学生任选一个情景，创编对话。教师巡视指导，帮助有困难的学生。（3）小组展示。评价反馈。III Listen and decide1. 打开书11页，快速浏览并阅读三个句子。2. 教师播放录音，学生根据录音进行判断。3. 订正答案。IV Lets do1. 教师提问一个学生：“When did you last see the doctor?” “What was wrong with you?”该生根据自己实际情况回答。2. 学生提问其他同学，并做好记录。3. 全班或组内分享记录的信息。V Homework1.朗读对话3遍，理解对话含义。2.抄写文中的重点单词、短语、句子。3.与同伴练习用功能句问答。Assessment选择1) _did you go to bed? I went to bed at 9:00.A. What B. When C. Where2) _did you do? I played computer games. A. When B. What C. Where3) I will go to bed early tonight, because I sleep well last night. A. wont B. didnt C. dont4) When did she have lunch? She had lunch 12:00.A. at B. on C. in5) When did Tom to school yesterday? He to school at half past seven. A. gogo B. go went C. went went板书设计 U2 What happened to your neck? L5good- well Whats wrong with you?practice kung fu My neck aches terribly. be interested in Why did you stand on your head? hurt my neck Because I wanted to practice kung fu.stand on head go to hospitalcut my fingerfall-fell standstood hurt hurt thinkthought cutcut happen -happened 评价内容： 1. 学生是否理解对话内容。2. 学生是否能够正确朗读对话，并体会故事中人物的思想感情。3. 学生是否能够运用主要句型进行造句。4. 学生的口语表达能力。评价方式： 1. 回答问题；2. 跟读对话并分角色朗读对话；3. 根据听力内容，判断正误。4. 运用重点句型造句。5. 采访活动。评价量规： 评价活动 评价方法 评价标准回答问题根据插图或文本回答问题。一级：能理解内容，能准确地回答问题；二级：对大概内容有所了解，能说出关键词。读对话1.跟读2.在小组内分角色朗读对话一级：能够理解人物感情，用恰当的语气和语调读出对话；二级：能够比较准确地朗读对话。听力听力判断。一级：能理解所听内容，并能根据内容正确地完成相关练习。二级：能基本理解所听内容的大意， 能根据内容较好地完成相关练习。句型掌握造句一级：能够运用重点句型，正确造句。二级：能够根据图片模仿例句造句。采访活动用相关句型交流一级：能够灵活运用相关话题句型进行交际。 二级：能够运用基本句型进行交际。 课 题G6 U2 What happened to your neck? L6教学目标1.能运用功能句“What happened to you? I .”在情境中对身体状况进行交流。2.能理解、认读动词hurt, scratched, broke等， 并能运用这些动词表达所发生的状况。3.能理解并正确朗读本课对话。4.增强安全运动、自我保护的意识。教学重难点教学重点：理解对话内容，运用功能句进行问答。教学难点：正确运用动词过去式说明发生的状况。教具准备单词图卡，教学课件教学过程(英文描述为主)I Listen and say1. Lead-in(1)教师问：“Do you remember what happened to Mikes neck in last class?”学生回忆上节课对话内容，回答问题。(2)PPT呈现上节课的对话，请学生分角色朗读。2. Learn the dialogue(1)认识图中人物，观察对话情景，预测人物话语。a.呈现主题图（遮挡踢足球画面），问：“Whos he? Whos that woman?” 学生尝试回答：“The boy is Yangyang. That is his mother.”教师：“Is his mother happy?”学生观察回答：“No, shes not happy.”教师：“his mother is worried. But why? Can you find theres something wrong with Yangyang?”b.学生猜测Yangyang腿受伤的原因。c.教师提出问题：“What happened to Yangyang?”(2)阅读理解对话a. 学生打开书12页，带着问题与猜测，自己默读对话。b. 读后找一名学生回答：“He hurt his right leg.”c. 教师出示问题：“Why did he hurt his leg? How did his mother feel? What did his mother suggest?”学生带着问题，再读对话，画出关键词句。d. 指名回答问题。e. 理解upset 的含义。引导用英语来解释。如，“unhappy, sad, worried”等。f. 教师用动作来解释scratch.(3) 听录音模仿跟读。a.播放对话录音，学生逐句跟读。b.教师强调连读、按意群朗读，及时纠正示范朗读。（4）角色扮演a. 教师分别扮演 mum 和 Yangyang,与学生进行分角色朗读。b. 开展 pair work, 学生两人一组分角色朗读，然后交换角色。c. 选几组学生进行展示。II Listen, look and learn 1. 词句学习(1) 教师 PPT课件呈现此版块中的3幅图，问：“What happened to them?”学生观察思考。(2) 教师让学生想象自己就是图中人物，提问：“What happened to you?” 并板书问句，学生尝试回答。第3 幅图broke 教师要帮助学生引出。2. 巩固练习（1） 教师呈现词卡，学生对比认读，强化记忆。 Hurt-hurt, scratch-scratched, break- broke,（2） 开展pair work。学生结合3幅图进行问答练习，注意角色的交换。（3） 小组展示。3. 拓展运用（1）教师利用 PPT呈现图片：篮球运动员 Yao Ming 胳膊受伤， Maomao找不到他的钢笔等。引导学生看图说出关键动词短语。（2） 学生开展小组活动。三或四个学生一组，任选一个情境创编对话，教师巡视指导。（3）小组展示，评价表现。III Listen and number 1. Have the children observe the pictures and talk about each picture with their partner.2. Choose a child to describe what they can see in the pictures.3. Play the tape twice and have them match the pictures.4. Have them listen again and check the answer in class.IV Lets do1. 教师扮演医生， 找2名学生作伤者，做问答练习。2. Group work. 3. Group show.V Homework1.朗读对话3遍，理解对话含义。2.抄写文中的重点单词、短语、句子。3.与同伴练习用功能句问答。板书设计 U2 What happened to your neck? L6football match What happened to you?right leg I hurt my right leg.be upset My cat scratched me.scratch - scratched I broke my arm.break- broke学习效果评价设计评价内容： 1.学生是否理解对话内容。2.学生是否能够正确朗读对话，并体会故事中人物的思想感情。3.学生是否能够运用主要句型进行造句。4.学生的口语表达能力。评价方式： 1.回答问题；2.跟读对话并分角色朗读对话；3.运用重点句型造句。4.听力选择。5.采访活动。评价量规： 评价活动 评价方法 评价标准回答问题根据插图或文本回答问题。一级：能理解内容，能熟练、准确地回答问题；二级：对大概内容有所了解，能说出关键词。读对话1.跟读2.在小组内分角色朗读对话一级：能够理解人物感情，用恰当的语气和语调读出对话；二级：能够比较准确地朗读对话。听力听力连线一级：能理解所听内容，并能根据内容正确地完成相关练习。二级：能基本理解所听内容的大意， 能根据内容较好地完成相关练习。句型掌握造句一级：能够运用重点句型，正确造句。二级：能够根据图片模仿例句造句。采访活动采访并正确填写表格一级：能够灵活运用相关话题句型进行交际，并正确填写表格。二级：能够运用基本句型进行交际，并填写表格。课 题G6 U2 What happened to your neck? L7教学目标1. 能运用功能句What did you say?询问别人说了什么。能用You should给别人提适当的建议。 2. 能理解、认读动词smoking和短语eating too much, playing computer games等，并能在给别人提建议时正确运用。3. 能理解并正确朗读本课对话。4. 能增强平衡饮食、注重身体健康的意识。教学重难点教学重点：理解对话内容，运用功能句询问别人说 的话和给别人提建议教学难点： “stop doing something” 的运用、根据情况提出合理的建议。教具准备单词图卡，教学课件教学过程 Listen and say1.Lead-in：（1）Have students say out the past form break-broke, eat-ate, make-made, hurt-hurt, cut-cut, fall-fell（2）Show pictures and ask: What happened to him / her? He hurt his leg. She broke her arm. (3) Role play: Lesson 6 2. Learn the dialogue (1)Show the picture of lesson7 and ask some questions: Who and what can you see? Is Piggy well? What happened to him? Why? (2) Read the dialogue by themselves and try to find out the answers: What did he have for lunch? What did the doctor suggest to him?Try to understand : pills(3) Listen and repeat. (4) Pair work(5) Read in roles(6) Pair showII Listen , look, and learn1. Words and structures:(1) Picture 1:Whats he doing? Hes eating.What did you say? I said hes eating. Learn to say: say-said (2) Please say something to Piggy and other boys: You should stop eating too much. You should stop playing computer games. You should stop smoking.( 3)Pair work: Ask and answer: What did you say? I said you should stop ing .2. Games:Good suggestion:Show some pictures about different places:Smoking on a bus, talking in a cinema,Running in the streetGroup work: Choose a picture and give your suggestion.III Listen and number1. Look at the pictures quickly and think what you will hear.2. Listen twice and choose the correct answer.3. Check the answer.IV Lets doGame:1. Make a model: T: I should exercise more.S1： what did he say?S2： He said he should exercise more.2. Group work:3. Group show.板书设计 U2 What happened to your neck? L7 drink- drank eat - ate say - said stop doing sth. What did you say? I said you should stop eating too much.学习效果评价设计评价内容： 1.学生是否理解对话内容。2.学生是否能够正确朗读对话，并体会故事中人物的思想感情。3.学生是否能够运用主要句型进行造句。4.学生的口语表达能力。评价方式： 1.回答问题；2.跟读对话并分角色朗读对话；3.运用重点句型造句。4.听力排序。5.游戏。评价量规： 评价活动 评价方法 评价标准回答问题根据插图或文本回答问题。一级：能理解内容，能熟练、准确地回答问题；二级：对大概内容有所了解，能说出关键词。读对话1.跟读2.在小组内分角色朗读对话一级：能够理解人物感情，用恰当的语气和语调读出对话；二级：能够比较准确地朗读对话。听力听力标号一级：能理解所听内容，并能根据内容正确地完成相关练习。二级：能基本理解所听内容的大意， 能根据内容较好地完成相关练习。句型掌握造句一级：能够运用重点句型，正确造句。二级：能够根据图片模仿例句造句。游戏运用句型造句一级：能够灵活运用相关话题句型进行游戏。 二级：能够运用基本句型进行游戏。课 题G6 U2 What happened to your neck? L8教学目标1复习本单元询问他人身体状况，给别人提建议等功能用语，能在情境中交际运用。 2. 能正确读出含有字母y的单词，知道字母y在单词中的几种不同发音。能较正确朗读韵文句子。3.能读懂，理解Now I can read 中的语篇，并能简要复述。教学重难点教学重点：谈论身体健康状况的功能用语。教学难点：字母y在单词中的不同发音。 教具准备教学挂图、教学课件教学过程 I Now I can understand (Listen and choose)1. Review（1） TPR game:Listen and do: touch your neck arm leg foot hand shoulders head mouth ear.（2） Act and guess:Toothache; stomachache; headache; Ear ache; hurt leg; broke arm（3）Show a picture of body parts, and read the words: neck arm leg foot hand shoulders head mouth ear（4）Show the flashcards and read the words: say- said; glasses; problem; please; Thursday; mountain; let; play; farm; swim; strong; some2. Listen and choose(1)Show the pictures and ask:Whos he? Whats wrong with him?(2) Listen and choose.(3) Check the answers.II Now I can say1. Free talk: Show the picture and try to ask some questions.2. Pair work: Make a dialogue.3. Show the dialogue in class.III Now I know the sound1. Ask Ss to read the words by themselves.2. Listen and check the sound.3. Listen and repeat.4. Ask some students to read the words to read the words and prac