六年级下册英语教案-Unit5GeneralRevision2Task9-Task10｜人教精通版

1、Revision Task912 教学设计一、教材分析本课为人教精通版小学英语六年级下册Unit 5 General Revision2 Task912&B分，是一节以看病请假、探望病人及选购健康食品为主要话题的复习课，该主题十分贴近学生的日常生活， 涉及的语言交际性和实用性较强， 对学生的实际语言运用能力有很大的帮助和指导作用。二、学生分析学生对于看病请假、探望病人及选购健康食品等话题的相关词句已有所了解和掌握，能够适时表达自己的身体状况和感受，会对病人表达关心和慰问并提供力所能及的帮助，能在创设的语境中灵活运用所学知识并按要求完成相应任务。三、教学目标1. 知识与技能： 1) 通过

2、多种活动及任务， 复习看病请假、 探望病人及选购健康食品等话题的相关词句。 2) 能运用所学知识将对话补充完整， 完成相应听力练习。 3) 能在创设的语境中讨论由生病请假衍生的一系列话题。2. 过程与方法：主动参与课堂活动，完成各项任务，在语言情境中，将所学内容联系生活实际，用英语进行交流。3. 情感态度价值观： 1) 学会关心他人，互相帮助，形成积极向上的良好品质。 2) 懂得健康生活方式，培养良好生活习惯。四、教学重难点1. 重点： 复习看病请假、 探望病人及选购健康食品等话题的相关词句， 完成相应听力练习。2. 难点：能够运用所学知识讨论由生病请假衍生的一系列话题，完成拓展任务。五、教学

3、准备多媒体课件、练习题、奖励图片六、教学过程Step1 Warming-upa. GreetingsT: Some days ago, you spent Children s Day. Were you happy? What did you do on that day?Ss: I went to the park /the zoo/ the Tianjin Library / to see my grandpa(设计意图：借助儿童节这一时机与学生进行交流，营造轻松氛围，使学生快速进入英语学习状态。 )b. Brain storm出示商场、医院等生活设施图片，让学生快速说出相应单词以及能在

4、这一场景所做事情的短语s have a look.T: In our daily life, we often go to many places. LetT: Which place do you want to go best?Ss: I want to go to the farm /the library/ the post officeT: Now, let s play a game. Look and say as quickly as you can.（设计意图： 激活大脑， 复习归纳本单元涉及的场景类词语， 并进行相关动作短语的拓展，引入本课话题。 ）Step2 Finish

5、 Task9a. Act and say通过语言描述、出示在医院等待看病的图片的方式创设情境，谈论病情，扮演医生和病人，进行师生、生生对话交流，复习询问及描述病情的语句WhatS wrong with？ I have aHe/She has aT: Look! There are many children in the Children s Hospital. What s wrong with the55: Tom has a cough. /Lisa has a headache./T: Yes, all of them are ill. What s wrong with Kate?T

6、: Now, I am the doctor. Who wants to be Kate?T: You can choose one of ill and practise in pairs. One is a doctor, the other is the patient. If you are a doctor, you can give some advice like this.（设计意图：通过两人表演对话，激发兴趣， 复习询问及描述病情以及给出建议等看病话题的相关语句，为后面的练习铺垫）b. Listen and answer播放录音，提出问题，学生根据听到的内容进行回答。1） W

7、hat s wrong with Peter?2） Does Peter need to see a doctor?3） Who will take him to the hospital?4） Can he go to school today?（设计意图：针对对话内容提出问题，使学生初步了解对话内容，培养其提炼关键信息的能力。 ）c. Listen, choose and talk呈现对话，学生再听录音完成练习，学生分角色朗读对话进行反馈，核对答案。T: Can you write down the answers? Let s listen and fill in the blanks.

8、 I want to choose one student do it on the board. Others do it on the paper.（设计意图：由听说转为书面表达，完成练习，巩固所学）Step3 Finish Task10a. Think and discuss提出问题让学生思考，自己能为生病的朋友做些什么。T: Peter is our good friend. I think we should go to see him. What can we do for him?Ss: We can give him some apples./ We can help him

9、with his lessons. /.（设计意图：引发学生思考，在复习重点句型的同时进行德育渗透，使其设身处地的为他人着想，培养其关心他人的良好品质。 ）b. Let senlistT: Peter s classmates also want to see him. Let s listen and write.（设计意图：在听说的基础上，逐步进行听写能力的训练。 ） c. Listen and matchT: What do they have? Let s listen again.Ss: Li Yan has oranges for Peter./ Gao Wei gives app

10、les to Peter./（设计意图：根据对话内容进行人、物对应，明确关键信息，通过耳朵的输入到嘴巴的输出，训练学生的思维及表达，培养其听说能力。 ）Step4 Finish Task11a. Healthy advice引导学生思考如何保持身体健康，并给出建议。T: You know. Health is very important. We must try to be healthy. Do you know how to be healthy?55: We should drink some water. / Eat more fruit and vegetbles. / （设计意图

11、：拓展书中练习，引导其关注健康生活方式。 ）b. Distinguish the food出示不同食物图片，让学生讨论区分所给食物是否健康，引导学生进行健康饮食，然后听一听Kate买了什么并判断是否为健康食品。T: There are many kinds of food here. Can you tell me which is healthy food and which is unhealthy food? Please discus in your groups.T: So we should eat more healthy food. Kate and her mum are g

12、oing shopping now. What do they buy? Do they buy healthy food? Let s listen.（设计意图：联系生活实际，培养学生生活常识技能等核心素养，使其学会区分选择健康食品。 ）c. Listen and link听录音连线，完成练习，学生按类汇报买的食品。T: Now let s play a gamstee.nLai nd link. Look here are three baskets. The pink basket for fruit. The green one for vegetables and blue for

13、meat. Can you put the things in the right baskets? Let listen.（设计意图：进行听说及思维的综合训练，引导其学会归类，同时进一步培养学生生活技能。 ）Step5 VideoT: Today we talk about the illness and how to be healthy. I have a video about healthy habits. Do you want to see? Look.T: Hi, guys. If we want to keep our healthy, we should form the good habits from now on.（设计意图：通过国外短片，拓展学生知识，增强健康意识，学会健康生活方法。 ）Step6 Homewo