六年级Unit4MyHoliday.doc

六年级Unit 4 My Holiday第一课时一、教学目标:1. 能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.2. 能够询问别人在假期里所做的事情并做答。二、教学重难点: 1. 本课时的教学重点是掌握五个动词短语的过去式形式。2. 本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。三、教学过程:.Warm-up1. 教师放五年级下册的歌谣“Lets go on a field trip” 学生边唱歌边跟教师作相应的动作。2. 教师放Lets chant的录音，学生跟着录音说。.Preview1. “猜一猜”游戏：教师呈现学生小时候的照片问：Whos he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, its me. I was years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。2. Lets start教师问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示回答。.Presentation and PractiseLets learn1. 教师问一名学生：Whats your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2. 教师拿出一张自己爬山的照片，说：I went to Xinjiang/last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, thats right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.3. 教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。4. 教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.5. 教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。6. 教师介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.7. 教师放A Lets learn部分的录音，学生跟读。8. 教师带领学生说唱下面歌谣：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.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ and climbed a mountain/ 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。学生两人一组，轮流抽取学生卡片编对话。Lets play 学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know教师介绍普通相机一些基本零部件的名称和简单的摄影常识。教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。四、Consolidation and Extension：完成配套练习册上本课时的配套练习。五、板书设计：Unit 4 My Holidaylearned Chinese, sang and danced,took pictures, climbed a mountain, ate good food.三年级英语下册Unit6 At the Zoo第5课时【学习内容】B、Lets talk B、Lets practice【学习目标】1、 能听、说理解B、Lets talk的对话，以及日常用语Yeah和You are right.并能在实际情景中运用。2、 通过游戏活动，巩固本单元A、B Lets talk的内容和培养学生的学习兴趣。【学习难点】正确的运用形容词描述事物的特征。【教具准备】1、单词卡片。2、小动物头饰。3、教材相配套的教学课件。【学习过程】（一）热身复习（Warm-up/Revision）1、说一说，演一演A部分Lets do的歌谣。2、look and say教师用手势做出big, small, long, tall等样子，让孩子猜一猜，说一说。3、choose and say教师将毛绒玩具放在一个大盒子里，请孩子当前面选择自己最喜欢的，介绍给同学们，运用上学过的句子：“I have a . It has long/ nose/.”。（二）呈现新课 （Presentation）1、教师投影一幅动物园的大挂图（自制,包括许多动物），让孩子结合图说一说。What can you see? 用自己学过的形容词描述一下上面的动物。引导孩子用成对的词描述看到的动物，引出新词。2、通过描述图中的动物，引出单词tall short，教师指着图中的长颈鹿和鹿，介绍这个单词。通过动作比划tall short两个词，引导孩子理解。3、引导孩子们和老师、同学比一比身高运用上这两个单词。4、孩子分角色跟读。操练新句型（教师注意short tall这两个单词的读音示范）。5、小组表演、各小组展示。（三）趣味操练 （Practice）运用手中的毛绒玩具，先描述一下。（仿照A部分Lets tall的对话）然后再两个同学比较一下自己手中的玩具，运用tall、short进行描述。教师出示多幅孩子的家庭照片，让孩子根据家庭成员的情况，运用tall, short两个单词进行描述自己的家人。 (四) 扩展性活动（Add-activities）参观“动物园”学生把带来的动物玩具摆在桌子上，把教室布置成一个“动物园”，教师先和个别英语较好的学生用所学的句型示范“参观”，然后鼓励学生两三个人一组参观、评论动物。【板书设计】 Unit 6 At the zoo五年级Unit5Lookatthemonkeys第一课时（说课材料）教学重点：Lets learn部分的单词：flying, walking, running, jumping, swimming.在情景中使用对话中的句子，并能恰当的替换句中的单词。听、说、读、写单词：flying, walking, running, jumping, swimming。教学难点：walk, run, jump, swim的末尾字母与ing连读的发音。running和swimming的单词拼写。教学过程：Warm up （ 热身）活动一：唱一唱教学参考时间：2-3分钟教师播放三年级上册第四单元A部分Lets do的录音。教师适时出示各种动物的词卡，学生边说边做相应的动作。教师播放三年级上册第四单元B部分Lets do 的录音，方法同上。活动二：做一做教学参考时间：2-3分钟（1） 教师将jump, walk, fly三个词写在黑板上，然后手指相应的单词发指令，如：jump like a rabbit. Walk like an elephant. Fly like a bird.学生边跟读边做相应的动作。（2） 教师继续发指令，学生做动作，适时提问：What are you doing?，引导学生回答：Im (jumping) (like a rabbit).。教师在黑板上的jump后面加上ing，呈现新词：jumping。同法引入walking和flying。2、Presentation （新课呈现）活动三：学一学教学参考时间：10-12分钟教师出示Lets learn部分的教学图片，提问：What animals can you see in the picture?让学生回答。教师指着大象说：Look at the elephant! Its walking! The elephant is walking.教师让学生重复句子。分别指着一只鸟和小兔子，让学生模仿句子说出：Look at the bird! Its flying! The bird is flying. Look at the rabbit! Its jumping! The rabbit is jumping.让学生看图回答：Why is the rabbit jumping? What animal is after the rabbit?引导学生回答：A tiger. 教师再问：What is the tiger doing? 引导学生回答：Its running. The tiger is running.教师板书：running。教师指着正在水里游的鱼，问：What is the fish doing?引导学生回答：Its swimming.教师板书：swimming.教师播放课件中的对话，让学生重复句子。让学生看板书，读出单词。教师手指running, 问：How many “n” s are there in this word?引导学生回答。用同样的方法提示学生swimming中的字母m也要双写。让学生拼读单词。running, r-u-n-n-i-n-g, running.活动四：说歌谣教学参考时间：5分钟教师出示图片，让学生听Lets chant部分录音2-3遍，以小组为单位将图片按听到的顺序摆好。教师让学生通过图片理解单词leaping, fighting, biting, climbing, snoring的中文意思。教师给学生解释never boring的中文意思。听录音，跟说歌谣并表演。活动五：编歌谣教学参考时间：4分钟（1）教师出示Lets start部分的图片，让学生看图说句子：Look at! Its The is（2）让学生两人一组，根据Lets chant部分，自编歌谣。（3）把自编的歌谣说给大家听。3、Lets play ( 趣味操练 )活动六：玩一玩教学参考时间：4分钟（1）教师请一名男生和女生上台，