先锋英语6B-Unit8-In-the-Emergency-Room教案

单元主题：Unit 8 In the Emergency Room单元内容概述本单元是先锋英语六年级6B的第二单元，本单元以继续上一单元的故事，以Matt在比赛中受伤，送往医院后在急救室接受医生检查、治疗的故事为背景，呈现了“附加疑问句”表达求证信息这一语言现象，同时整理、扩充有关身体部位的词汇，以及feel, smell, taste等感官动词的用法。单元教学目标知识与技能目标：1、知识目标：语音：了解j,g和字母组合ge在单词中的发音。词汇：能够理解并在情景中运用单词feel, pain, dizzy, injection, emergency, taste, smell等核心的词汇。能够理解并运用表示身体部位的词汇：chin, elbow, ankle, wrist, knee句型：请求许可以及相应的回答：Can I go out after school? Yes, you can. No, you cant.核实或求证信息：You like juice, dont you? Yes, I do. No, I dont.语法：能正确运用由 can引导的表示征询许可的问句，并能做出肯定或否定的回答；能正确使用反意疑问句求证信息，并能做出相应的回答。 2、能力目标：通过本单元的学习，学生能够理解一般现在时、现在进行时、一般将来时几种时态所描述的学校与日常生活中的事情。学生能了解运用恰当的句型表达询问或请求，并能做出相应的同意或拒绝的回答。通过本单元课文的学习，学生能了解反义疑问句的基本用法。过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。情感态度、学习策略、文化意识目标：引导学生要有安全意识，在病痛面前要乐观、勇敢的面对，并积极配合医生治疗。尊重生命安全是生活中的首要原则。通过本单元的学习，了解一些基本的急救知识。教学重点让学生理解附加疑问句的功能、在交流中表达的意义，并能正确的运用。能过通过阅读理解本单元的主题故事。教学难点让学生理解附加疑问句的功能、在交流中表达的意义，并能正确的运用。学生情况分析学生在三年级的学习中已经学习了关于一些身体部位的单词，因此在教学的过程中可以采取以旧带新的方法练进行学习，对于附加疑问句的功能运用对学生来说是个难点。因此可结合以前学习的can I .Lets 来进行教学，引导出新学习的语法点。 本单元容易出现的问题及措施本单元重点学习附加疑问句的功能运用，因此对于结构要让学生理解清楚再进行练习，以降低学习的难度。可通过复习、巩固、再练习的步骤来提高学生学习的兴趣。教学资源见资源文件夹ppt单元检测见单元检测文件夹 教学主题：Unit 8 In the Emergency Room 授课课时第一课时教学目标一、知识与技能目标1、了解Matt在比赛中受伤，送往医院在急救室接受检查、治疗的故事，初步学习“附加疑问句”表达求证信息的语言现象。2、能够基本正确地听、说、读、ankle, wrist, elbow, give sb, an injection, cut, feel, taste, smell, 等新出现的词和词组。3、初步了解反意疑问句句型：The pain is in the left ankle , isnt it? It isnt going to hurt , is it ?并会运用。4、能够基本正确地听、说、读、写关于身体部位的单词。 能够用附加疑问句进行交流。5、通过本单元课文的学习，学生能够正确朗读课文，并运用所学的句型根据图片描述故事大意。二、过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。三、情感、策略、文化意识目标：通过学习本单元的故事内容，通过本课课文的学习，引导学生要有安全意识。出现问题情况能够及时就医，并能够积极配合医生治疗。教学重点1、掌握本单元课文中出现的关于“附加疑问句”的句型，并理解其用法。2、通过故事内容的学习，学生能够掌握课文中出现的一些单词和词组，并且会灵活的运用。教学难点难点是让学生带着一些问题来理解主题课文内容。理解“附加疑问句”的用法及结构。教学用具教具：录音机、课件，单词图片。教 学 过 程教 学 阶 段Free talk.(Oral and reading) What time is it? It is -. What day is today? What day is tomorrow? What day was yesterday?（设计意图）为了激发学生的学习兴趣，创设情景，培养学生用英语思维的能力）Step 1Warming-upStep 2Preview提问：if someone broke a bone, what happened?Do you remember what happened to matt in the last story?Explain: we are going to read about what happens ?Point: ankle knee, wrist, elbow引导:学生用英语说出身体部位的名字Step 3PresentationNew language:1,explain: point and sayThe doctor talk with Matts father:The pain is in the left ankle isnt it ?Ask: the pain is in the right ankle? You can feel that, cant you?It isnt going to hurt, is it?Hes OK, isnt he, doctor?Talk about:Ask:Where is Matt?At first what is the doctor checking?And then what is the doctor doing?Where is Matt going?What is the nurse going to do?When can Matt go home?设计意图：看课件，完整的观看故事。整体感知故事，描述主题图。培养学生自主学习，泛读课文的能力。Story:Play the tape and look at the picturesPlay again and read the wordsPlay the tape, pausing after each picture.Ask: How does Matt feel? What broken bones doe s Matt have?Ask the children read the text for picture 1 to 10 with the video and find answers.What is the nurse going to do ? When can Matt go home ? What will Matt use so that he can walk ?设计意图：通过让学生再次读课文，找到 Matt 接受治疗的过程，同时体会感官动词smell, taste,的意思。为学生很好的理解复述内容作铺垫，提高学生的理解能力。Step 4Practice Have Ss take roles and act out the story (设计意图)引导学生用英语思维，提高学生听说能力。注意激励评价Step 5Consolidation and extension 1. Listen to the story2. tell your experience to your friendswrite your hurting experiences.Step 6 Homework 1、Tell the story to your parents by yourself and read the story or retell the story .2、Copy the words for twice time .板书设计Unit 8 In the Emergency Room In the emergency room has X-rays of his bone very worried Its time for+名词 Its time to +动词原形 take the medicine go home 教学主题：Unit 8 In the Emergency Room 授课课时第二课时教学目标:一、知识与技能目标：1、让学生能够用描述性的语言复述本单元的主题课文。能够在理解的基础上以小组的形式表演全部或部分故事内容。2、熟练掌握Talk together 中的重点句型,掌握本课中出现的附加疑问句的用法，提高表达能力。Words you know 中的关于身体部位的话题词汇做到听、说、读、写。3、在write the missing word中通过让学生找出感官动词，进而推测填写完成填空。在Match the questions and the answers 中通过学和感问题，然后找出答案，重点培养学生理解的能力。4、听力练习中要注重听力策略的培养。指导学生认真观察图片，进而进行标序号的练习。 二、过程与方法目标：通过模仿、操练、应用等活动，引导学生有意识的将新旧知识结合，积极运用“附加疑问句”的语言进行表达和交流。以旧代新，通过复习一些动作词，在语境中有效进行词句结合教学。培养学生总结发现规律，按规律仿写句子。三、情感、策略、文化意识目标：1、培养学生学习英语的兴趣。2、通过老师的指导，继续掌握复述课文的方法和技巧。3、通过故事的学习提醒学生根据请求者的要求会选用恰当的词组合表达方式进行提醒或忠告。提高学生的安全防范意识。教学重点1能够掌握本单元的句型 I Can go to the party, cant I ? yes, but you will come back early ,wont you ? 2根据重点单词的提示学生能够复述本单元的主题课文内容。教学难点反意疑问句型的运用。关于身体部位新扩充的单词及以前学习的单词的记忆。教学用具录音机，课件、单词卡片教 学 过 程教 学 阶 段Act and guess game(review the new words) One act and the others guess(five students)Oral practice What are you doing tomorrow ? Ss: Im playing tennis .Whats your favorite sport ? S1: I like Is today Wednesday ? S1: Yes,/no. 设计意图：通过日常口语操练，培养学生的口语表达能力.Step 1Warming-upStep 2PreviewReview the story. Tell the story with the children again . Elicit the story from the children with the questions .These are the dialogue of the text. Can you retell it in your words. Show the questions and ask the children retell the story . Q1: Whats the matter with Matt ? Q2:Can he go home soon ? What will Matt use so that he can walk ? 设计意图：通过复习故事情节激发学生的学习兴趣。培养学生按照顺序复述课文的能力。为学习下面的内容做铺垫。 Listen to the tape, then fill in the blanks.Matt is _the _room at Redrock Bay General hospital .The doctor _Matts ankle . Then she _Matt an _. Now the doctor is _at the cut on Matts _. There is also a cut _his head. The doctor has _check his eyesight. Matt _X- rays of his _. His father is very _.The doctor says Matts ankle is _. But his knees and elbows are OK. Now its time _Matts medicine. Will Matt _this medicine ? Can he _home soon? Step 3PresentationTalk togetherPoint to the picture and readI can go to the party, cant I?Yes, but you will come back early, wont you?Point and ask:I can go to the movies, cant I?Yes, but you wont spend too much money, will you?Explain and translateIn pairs and practice设计意图：培养学生独立运用语言的能力。Did you know-?1,Lead-in: how many senses do we have?What are they?2,Look at the picture and describeask: do you know when our senses work the best?Call one to readSs read themselvesAsk: what should we do in the best time?Step 4Practice Listen to thisAsk children look the pictures and check T or F. 设计意图：引导学生观察图片，自己试着表达，指导学生做听力练习，提前说一遍图片照顾部分学困生，能够明白听力从哪入手。进而在进行判断的练习。Words you knowRead aloud新课标第一网Label the body partsRead outGive enough time to labelAnd check复习本单元关于身体部位的词汇，让同桌相互练习，在进行展示。 At last ask children write the words 在相应的位置写出单词，注意纠正书写中的错误。Read , then ask:Where are the BINGO KIDS going?What are they doing?Explain: read and matchHave Ss do the task individuallyRead out and elicit In groups ask and answer 设计意图： 通过不同形式的练习提高学生的能力。Step 5 Homework 1、Copy the words for twice . 2、Recite words about words you know . 3、Read the story and recite it . 板书设计Unit 8 In the Emergency RoomI can go to the party, cant I ?You will come back early, wont you ?chin : ch-in knee : kn-eeelbow : el-bow ankle: an-klewrist: wr ist write wrong hand : h-andbone: bone mouth: mouth 教学主题：Unit 8 In the Emergency Room 授课课时第三课时教学目标一、知识与技能目标：1、先通过歌曲让学生尽快进入学习英语的氛围，再复习学过的有关身体部位的单词，通过谈话把学生引入篇章学习，了解大意后回答问题。复习句型的结构，让学生来总结。最后，通过练习来巩固，锻炼学生的灵活运用。能够通过自己独立阅读，有意识的训练学生寻找关键词、提取主要信息的能力。2、让学生能够完成Listen and match 中的练习，加大学生信息量的输入。3、让学生能够在交际的情景中运用所学习的语言，培养学生的语用能力。能够运用祈使句进行表达交流。4、对短文进行复述，以及一些新词的运用。二、过程与方法：通过模仿、操练、应用、巩固练习等活动，引导学生有意识的将新旧知识结合，积极运用祈使句的语言进行表达和交流。同时在语境中有效进行词句结合教学。培养学生总结发现规律，按规律仿写句子。三、情感、策略、文化意识目标：1、通过阅读材料的训练，培养学生仔细认真的习惯，形成有效的学习策略，为后面的学习打好基础。2、通过对阅读材料的学习，培养学生对英语学习的兴趣。教学重点重点是学生独立完成Read and find out 中的阅读材料的练习，和listen and match 和read and complete 及Complete the questions . 三个活动练习，学会对重点句型附加疑问句的运用，同时在课堂上加强后进生的强化练习。 教学难点培养写的方法和能力，反身疑问句的运用对个别生来说仍然是个难点。因此通过有效的活动来完成本单元的练习。教学用具教具：录音机、课件，图片，教 学 过 程教 学 阶 段Step 1Warming-upFree talk:I can-， cant I?Check their homework:Ask someone to read out灵活处理：询问学生昨天的作业，复习巩固形容词用法Step 2PreviewRead the story .Pair work read the story.设计意图：巩固重点句型,再现课文内容。Step 3PresentationRead and find out1,Lead-in : Ask : what is it?Do you know how to ask for a first aid?Do you have a first aid box at home?注意：提示学生帮助学生回答2,Pair-work: discuss the questionsBefore you read3,Reading task 1: read paragraph oneTouch: stomach, foot, legCall one to act: I have a bad stomachache.I hurt my foot/leg.Ask: What do you do if you have a bad stomachache?What do you do if you hurt your foot/leg.4,Reading task 2: read paragraph twoAct: wash your hands, clean your fingers, put a piece of paper around your finger5,Reading task 3: read the whole passageCheck and match6,A game: one act and the others give him suggestionsFill inIf -You should-Listen and match:1,Look at the picture and describe2,listen and pointListen again and checkRead and complete1,remember the rules2,fill in by themselves3, checkComplete the questions注意：助动词的变化Do the exercises总结做填词题的方法，引导加入其他的练习设计意图：通过看图说出相应的祈使句和短语的相关内容，找到相应的答案，从而培养做题的方法与技巧。订正题目的答案时，请同桌相互检查，鼓励同学之间互相学习。Step 4Practice Listen and match First ask Children look at the pictures and say whatever theycan about them . 学生看图说出photo album, movies, brother, treasure. Then listen and write the numbers . Read and complete.Ask the children read the main sentences on the left, then find out the correct answer and complete. 同时教师解释反意疑问句的用法。Complete the question Ask children read out the main sentences and then write the answers. Then check the answer. 设计意图：讲解完翻译疑问句的用法，让学生独立做练习，及时巩固运用。然后全班订正答案，把错误集中的地方讲解、强调、改错。Step 5 Homework 1，read p18 if - you shouldRead p19 read and complete2, do some exercises板书设计Unit 8 In the Emergency Room If your foot is hurt badly , you should dont walk .Insect bite you -wash the areaCut your finger-put paper Stomach hurts -not eat anything , go to the hospital 教学主题：Unit 8 In the Emergency Room授课课时第四课时教学目标一、知识与技能目标：1、让学生能够完成Read and answer中的语篇内容。与主题内容话题相关，会根据内容进行练习，理解短文内容。2、让学生能够在交际的情景中运用所学习的语言，培养学生的语用能力，能够根据短文语法知识及练习掌握反意疑问句的用法。二、过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。三、情感、策略、文化意识目标：通过对语法知识的复习和归纳，掌握反意疑问句的用法。培养学生运用比较、归纳的方法和记忆的策略意识。培养学生尊重科学，尊重生活中的常识原则。教学重点Focus on grammar 是本单元的重点，在处理时应该和练习充分结合，学生已经学过了Can I 的知识，本课时重点掌握附加疑问句的用法。根据Lets practice 提供的内容完成书写练习，在阅读文章时加强抓关键词阅读策略的指导。教学难点学生具有一定的阅读能力，掌握了一些阅读支巧，但是单词量有限，知识性的阅读材料对学生有一定的困难。抓关键词来进行练习对个别生来说是个难点。教学用具教具：录音机、课件，图片教 学 过 程教 学 阶 段Step 1Warming-upOral practice .T：Can I go to the library ? S: Yes, you can. T: you saw a good movie yesterday ? S: didnt you ? 设计意图：通过日常口语操练，培养学生的口语表达能力。进一步强化练习反意疑问句的用法。Step 2PreviewRead the words cardsStep 3PresentationFocus on grammarIn pairs read aloudCall one group to ask and answerExplain: can you-?Yes, I can. No, I cant.You like orange juice, dont you?Yes, I do. No, I dont.He wasnt hurt, was he?No, he wasnt.In pairs practiceMake a dialogue设计意图：通过先让学生观察运用语法知识进行练习，从而更好的对重点句型进行输出，为后面学生的练习做铺垫，降低学生学习的难度Lets practice1Look at the book for page 20 and let the pupils read it.2.point one and ask: Can I go roller-skating? Yes, you can. / No, you cant.3, in pairs to sayCall one to ask and answer4, match: individual设计意图：快速阅读，找到答案。训练学生的阅读技巧，能在文中快速找到答案。 Step 4Practice Read and answer.1, lead-in: TPR game Touch and say: eyes, ears, nose, mouth, hair, skin, nails2, reading task 1: true or false3, read the text: check4, reading task 2: Find-Give them enough time to find out and check togetherStep 5 Homework Write down the sentencesMake a dialogue板书设计Unit 8 In the Emergency Room感官：smell -nose taste-tongue Hear-ear touch-handsight -eyes教学主题：Unit 8 In the Emergency Room授课课时第五课时教学目标: 一、知识与技能目标：1、通过学习，让学生能够运用语法知识进行交流。能够对故事内容进行简单的情景对话表演。2、了解j,g和字母组合ge在单词中的发音。并对所含字母的单词进行判断比较。二、过程与方法通过模仿、操练活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。三、情感、策略、文化意识目标：通过语音的学习和游戏的练习，培养学生学习英语的兴趣。教学重点通过学习让学生掌握j,g和字母组合ge在单词中的发音，并对所含字母的单词进行判断比较。并且能够正确的朗读所含字母的句型。教学难点区分含有字母g, 和字母组合ge单词的发音对学生来说是个难点。 教学用具教具：录音机，课件教 学 过 程教 学 阶 段Oral practice He went the party yesterday . didnt he ?you will go to the museum . wont you ? 设计意图：通过日常口语操练,培养学生的口语表达能力。Step 1Warming-upStep 2PreviewRead the story .Pair work and read the story .设计意图：激发学生的学习兴趣。巩固重点句型,再现课文内容。Step 3PresentationLearn the pronunciation 1) Have the children look at the pronunciation exercises and explain that we are going to practice saying the four sentences. 2) Have the children read and follow silently and explain the meaning of jar, manager, travel agency, passengers, jeep, journey. Have the children read the sentences to each other. 3) perfect your pronunciation . Ask children listen to the tape and repeat after each sentences. 4) Bingo kids quiz. Have the children look at the quiz for this unit and guess the answer to some puzzles about things that you can guess what am I ? Read them and try to do them.Check the correct answer. 设计意图：通过一些句子的提示，培养学生的阅读理解能力，为后面的练习作铺垫。Step 4Practice Perfect your pronunciationFirst, read.Second, listen and chooseCorrectStep 5 Homework Bingo Kids QuizRead and write out the answer.Correct做练习册中练习板书设计Unit 8 In the Emergency Room1You like watch the cartoons , ? 2Ken was a basketball player , ?3You played football yesterday , ?教学主题：Unit 8 In the Emergency Room授课课时第六课时教学目标: 一、知识与技能目标：1、通过学习，让学生能够自己独立做练习。提高做题的能力。能够根据上下文进行猜测，正确的填出所缺的单词。提高学生的记忆单词的能力水平。2、在听力练习中学生能够根据上下文进行猜测、填空，培养学生听力的策略，提高学生的写作能力同时进行仿写练习。二、过程与方法：用Chant and sing带领学生进入英语学习环境，复习词组和本课的主要句型后，完成听力填空，并进行仿写练习。通过操练、应用等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。三、情感、策略、文化意识目标：通过阅读和作文的学习，培养学生学习英语的兴趣，让学生爱学英语。在学习的过程中培养学生认真审题，重点划批的意识。教学重点通过学习让学生理解掌握听力材料的内容，从而根据内容自己进行仿写。教学难点个别学生在单词的记忆上还需下功夫，在仿写作文上对一些学困生来说是个难点。重要的是教会学生如何做练习，掌握做练习的技巧。教学用具教具：录音机，课件、卡片。教 学 过 程教 学 阶 段Review : Everyday English 1. .read the cards2.hav