2019-2020年六年级英语下册 Unit 4(2)教案 人教PEP.doc

2019-2020年六年级英语下册 Unit 4(2)教案 人教PEPUnit4A Lets learn学习目标语言技能知识技能情感态度能够听说读写动词短语learned Chinese,sang and danced, took pictures, climbed a mountain, ate good food. 能够询问别人在假期里所做的事情并作答。在实际的对话联系中培养学生的学习兴趣以及团结合作的意识，教育学生应多熟悉身边的人所做的事情，并能做到经常关心他人。重点掌握五个动词短语的过去式形式。难点动词过去式的拼写，动词过去式的发音 教具图片，挂图，单词卡，录音机，课件准备活动设计意图Preparation1. Warm-up:Lets sing 2. Free talk:T: What did you do last weekend?I watched TV/washed the clothes创设英语学习氛围，学生在音乐中活跃气氛，身心放松，积极主动地参与到课堂中来为学生提供语言交际的机会，公告学过的单词和句子，为新知做铺垫PresentationToday lets talk about “What did you do on your holiday?”板书句型并领读。找学生读。You did a good job.I bring many pictures for you.1. 出示一张图画take pictures Lets ask Mike: What did you do on your holiday? Mike:I took pictures.领读并板书，可找学生事先扮演Zhang Peng, 2教师出示本部分的教学挂图，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。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。Please look at John, Lets ask:What did you do on your holiday?再次回顾climbed a mountain,ate good food, sang and danced.6. 教师放A Lets learn部分的录音，学生跟读。小组合作读，找学生读 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。 引导学生对动词原形和过去式形式进行比较。 PracticeProduction 板书设计1.Lets chantWhat 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.2.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/哪个小组首先猜出正确答案就得一分，最后总分最高的小1.学生两人一组，轮流抽取学生卡片编对话。A: What did you do on your holiday?B: I climbed a mountain.What about you?A: I sang and danced.2.Lets play学生两人一组，每人在长纸条上写两个过去式的句子，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。3. Ask and answer：（1）教师提问：What did you do yesterday？（这句话也可以出现在画面中）（2）学生回答：I .Unit 4 A Lets learnWhat did you do on your holiday?I took pictues. (take pictures)图片在形式多样的有趣活动中进行操练，学生有兴趣让学生在任务中运用所学语言教师适时的给予学生一定的指导，帮助学生表达没有学过的动词过去式的形式。附送：2019-2020年六年级英语下册 Unit 4(3)教案 人教PEPPEP Book8 Unit 4 B Lets read学习目 标语言知识语言技能情感态度能够听说认读句子：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.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。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，图片等教学过程环节师生活动设计意图Preparation准备活动Presentation新知呈现Practice巩固练习Consolidation and extension（巩固与拓展）板书设计师出示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 Pingyi/ on May 2nd. When did you get to Shanghai?( 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 Pingyi 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 Haibin?(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Lets read部分的录音，学生跟读，并提出不理解的句子，教师解惑答疑。2. 读，划知识点。3. 再听录音，学生听录音跟读短文。4. 师指导学生完成填充句子的练习。1. Read and fill in the blanks.Chen Jie _to Harbin on her holiday. She _ Beijing_ May 1st. She got to Harin on May 2_. She played _ her friend. She _ back to Beijing _the 7th.答案：went, left, on, nd, with, got, on2学生自主选择某个假期日期，与别人交流后做好记录，如：On Septermber 10th, my English teacher saw a film. She relaxed.Unit 4 My HolidayB. Lets readleaveleft get gotIt was a long holidayrelax relaxed prepare -prepared用问答的形式由旧知自然引出新知，突破难点，由易到难，层层深入。片断情景表演使障碍性词汇教学变得生动有趣，有利于学生的感知和理解，有利于提高学生的学习积极性。 “抢答”是最受学生欢迎的方式，它能激起学生的好胜心，激发学生的学习兴趣；而让学生质疑和与老师进行探讨，能充分培养其自主学习的能力。