2019-2020年六年级英语下册 Unit 4(6)教案 人教PEP.doc

2019-2020年六年级英语下册 Unit 4(6)教案 人教PEP学习目标语言技能听、说、读、写动词词组：bought present, rowed a boat, saw elephants, went skiing, went ice-skating 知识技能在情境中使用对话中的句子，并能恰当地替换句中的单词。情感态度激发学生热爱大自然的美好情感，加强合作式学习，积累一定的文化知识。重点掌握五个动词短语的过去式形式难点动词词组的过去式不规则变化,单词bought, rowed和saw的读音教具短语卡片,录音、课件准备活动1.Lets sing（1）教师播放Lets sing部分的歌曲A Trip to China，学生跟唱，将他们的注意力引入英语学习氛围之中。（2）教师播放A部分Lets chant歌谣，学生说唱，帮助学生回忆有关过去式的内容。2. Review (复习)（1）教师呈现A部分Lets learn和Lets start中的短语词卡，全班学生一起认读。（2）教师请个别学生认读。（3）同桌两名学生组成小组，拿出自制的这两部分词卡码放在桌子上。教师给出一个句子的口型，学生辨别后，立刻用词卡摆放出这一句话。（最先完成并能正确读出句子的小组，教师根据本班的情况给与奖励）。（4）请一位学生出句子，其余学生比赛眼力和速度。教学过程（1）教师出示该部分图片，教师提问：What did Sarah do on her holiday? 引导学生看图回答：She went ice-skating. 教师板书并带读went ice-skating，学生拼读（2）教师指着滑雪的图片提问：Did she go ice-skating? 引导学生回答：No, she didntt. 教师继续问：What did she do? 出示第四页，自答：Oh, she went skiing. 教师板书：went skiing，学生拼读。教师再问：What did she do? 学生回答：She went skiing.（3）教师提问：When do we go ice-skating and go skiing? 学生回答：In winter. 教师继续说：What do we usually do in summer? 学生回答答案，教师均给予肯定。教师出示rowed a boat的卡片进行带读，（注意：字母r在单词中的发音r为摩擦音，示范要清晰）请学生说句子：I/He/She rowed a boat.（4） 师出示礼品盒问：Whats this? 引导学生回答：Its a present.师板书present,带读。师继续说：I bought it yesterday.在present前写bought,领读。请学生比较动词原形和它的过去式，师指导书写。师依次出示几张文具的卡片，提问：What did you buy in the bookstore? 引导学生用I bought回答。（5）教师说：Guess! What is it? 请两至三名学生进行猜测。教师快速将礼品拿出，说：Look, this is the present. A book about animal. She likes animals very much. Do you like animals? Lets read it first. （教师翻开其中几页后，随即合上书）提问：What animals did you see? 学生回答：I saw .（可能开始学生不知道用saw，教师不必刻意纠正，待学生说完后，提供正确答案。经过教师几次重复，学生就会明白。）教师板书：saw elephants，需强调单词elephants的拼写和单词saw的读音。（6）教师播放Lets learn部分录音，学生跟读。（7）学生在小组内练习说短语和对话。Lets play（1）学生一起认读Lets play中给出的动词短语（2）教师让学生把九个动词短语分别填入人一个空格内，每个空格填写一个短语。（3）教师按任意顺序读短语，学生在教师念到的短语上划叉，如果划叉的短语连成了一条直线，学生就大声喊：Bingo! 即获胜。Pair work（1）全体学生一起认读板书中的短语。（2）教师提问：What did you do on your holiday? 板书提问内容。引导学生回答：I (bought presents.) 教师将学生的答案写在板书中。（3）学生两人一组进行一对一的问答。（4）抽查学生问答情况。Survey（1）教师示范：问一名学生“What did you do on your holiday?” 学生回答后，教师将这名学生的名字以及他所做的事情写在表格中。（2）学生对自己的两名好友进行调查。（3）学生汇报：一名学生提问“What did do on his/her holiday?”调查到这名同学情况的学生汇报“He/She .”板书设计Unit 4 My HolidayWhat did you do on holiday？I bought presents附送：2019-2020年六年级英语下册 Unit 4(7)教案 人教PEP学习目标语言技能能够听说认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.知识技能1能听说认读Lets read部分的内容，完成相应的练习，并能依照范文进行仿说或仿写。2能够完成Lets find out部分的活动。3能够完成Lets check部分的练习。情感态度能科学合理有效地安排假日活动，并能运用动词过去时描述自己丰富的生活经历。重点听说认读句子：It was a long holiday. We left Beijing on February 1st and got to Harbin on the 2nd. For the last day of the holiday, we relaxed and prepared to go back to work or school.难点认读以下单词和短语：relaxed, prepared to, go back, for the last day of the holiday.教具录音机，磁带，相关词卡，图片等准备活动师出示A，B部分Lets learn的短语卡片和地名卡片，学生就卡片内容进行问答练习。（一）分步学习阅读中的重点语言1. 呈现leave过去式left，get过去式got（1）师询问学生，自然引入部分新单词和句子。T: Where did you go on your holiday?S: I went to Shanghai.T: When did you go to Shanghai?S: I went there on May 2nd.T: That means you left Pinyin/ on May 2nd. When did you get to Shanghai?教学过程( 教师帮助引导)S: I got there on May 3rd.师板书left和got，写出它们的原形leave和get leave - left get - gotT: When did you e back?（教师帮助引导）S: I came back on May 9th.T: It was a long holiday.教师板书句子“It was a long holiday.”并领读。2. 教学relaxed和prepared师引言：I left Pinyin on February 1st and went back on the 6th. It was a long holiday. For the last day of the holiday, what did I do? Look carefully. 师坐在椅子上休息，边伸懒腰边说：I relaxed. 引导学生跟说跟做。突然教师起身收拾书本，并说：Today was the last day of the holiday. I prepared to go back to school.教师板书relaxed和prepared，并写出它们的原形，随后领读。（二）教学Lets read 1师呈现以下问题，学生集体读一遍，然后阅读Lets read部分。(1) When did they leave Beijing?(2) When did they get to Haerbin?(3) When did they do on February 2nd?(4) When did they do on February 3rd?(5) When did they do on February 4th?(6) When did they do on February 5th?(7) When did they do on February 6th?(8) When did they do for the last day of the holiday?学生回答以上问题，可以以抢答方式进行。教师播放Let