2019-2020年六年级英语下册 Unit3 第四课教案 人教PEP.doc

2019-2020年六年级英语下册 Unit3 第四课教案 人教PEP一、教学设计思路本课时的主要教学内容是不规则动词go的过去式以及有关环保的一些常见标志。本课时中，教师可以首先通过free talk带领学生一起巩固前几节课的动词短语过去式和句型；然后，通过教师介绍自己昨天的活动引入不规则动词read及go的过去式，went to a park, went swimming, went fishing, went hiking都是有关go的过去式，因此，教师可以只向学生介绍其中一个短语的过去式，然后让学生自己分析并举一反三；最后，通过看图讨论一些重大发明来进一步巩固过去式短语及句型。二、教学目标（一）知识听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking。听、说、认读句子：What did you do yesterday I went hiking.（二）能力能够在实际情景中运用以上短语及句型。能够理解并会唱 “At the Zoo”。能够熟悉Good to know中的标志。（三）情感通过熟悉Good to know部分，增强学生的环保意识。三、教学重点短语went to a park, went swimming, read a book, went fishing, went hiking的听、说、读、写。难点：掌握不规则动词的过去式形式。四、教学媒体1Lets learn部分短语图片及Good to know部分四个标志牌的图片。2录音机和本课时的磁带。4有关重大发明挂图。3教学课件五、教学过程1导入1）Daily Greeting2）Free talkT: What day is today?A: Today isT: What day was yesterday? (强调 yesterday)B: Yesterday/ It wasT: What did you do yesterday?C: I (did)yesterday. ( 用前几课时已经学的词组)3）教师播放歌曲本单元歌曲 “At the Zoo”，让学生欣赏。2呈现新课1）Lets learnT: What did you do yesterday?T: Who read a book yesterday? （教师做出读书的动作，帮助学生理解）教师分别说句子：I often read a book in the evening. I read a book yesterday. 让学生去发现两个句子中read发音的不同。教师一张张呈现go to a park, go swimming, read a book, go fishing, go hiking的图片，让学生先复习这些动词短语原形。教师让学生看课本P31 Amy和Bai Lin的对话：教师扮演Amy，让一名学生扮演Bai Lin，进行对话：S: What did you do yesterday?T: I went hiking.教师重复两边I went hiking.教师让学生发现went与go的关系。让学生进行举一反三练习：假如以上提到有关go的动词短语是学生昨天的活动，教师进行提问T: What did you do yesterday?（学生任选以上go短语进行回答）教师根据学生对went的掌握情况调整教学。2）Lets play将学生分组，4-6人一组，按照Lets play部分自制表格，人物为该小组的成员。边对话边记录，然后做成表格再进行对话练习。最后，教师鼓励各个小组将表格内容进行整体表述，形成一篇小短文，并进行表达。3）Lets singT: I went to the zoo yesterday. What did I see? Do you want to know? Ss: T: Ok, lets sing the song and lets see what saw at the zoo.教师播放歌曲录音，学生听录音哼唱两边后跟录音齐唱。然后，男女生对唱或按座位分组对唱。4）Good to know教师出示准备好的各种标志牌，请学生讲讲各标志的含义（本部分的四个标志牌分别表示：No fishing, No swimming, No dogs peeing, No dogs pooping），和学生一起讨论环境保护的重要性。鼓励学生课下自己设计一些标志图，下节课带来全班一起传阅。3趣味操练活动：看图讨论 活动目的：练习运用一般过去时陈述过去的重大发明。 活动准备：一幅呈现着多种发明的大挂图。 活动过程：将挂图张贴在黑板上。将学生分成四组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。4课堂评价完成本课时活动手册的相关练习，评价学生对不规则动词过去式形式的掌握情况。另外，教师在学生完成Lets play任务及看图讨论中体现学生的自我评价及教师对各小组的评价。5课后作业练习本课时的重点词汇，收集生活中常见的标志。附送：2019-2020年六年级英语下册 unit3（1）教案 苏教牛津版Asking the Way A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please? B: Sure. You can go there by bus. A: Is it a long way from here? B: No, itll take you fifteen minutes. A: Which bus can I take? B: You can take a No. 2 bus. A: Where is the bus stop? B: Just go straight. Look, the bus is ing. A: Thank you very much. B: Youre wele. II Teaching procedures：Step 1. Warming-up T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named Bingo, and try. to change the word Bingo with my name Bright? Step 2. Presentation T: Im new here, when I arrived at the airport, I heard someone said 对不起(注)，早晨好(注).I really want to know their meanings in English. Could you help me? S: 对不起 is Excuse me and 早晨好 is Good morning. T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I dont know where I should go. S1: Bai Lian Dong Park. S2: Fisher Girl. S3: Jiuzhou Town. T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city? S1: xx Hotel. S2: Yindu Hotel. S3: Bihai Hotel. (The teacher takes notes while the students are speaking.) Step 3. New structures learning T: They all sound very nice. But how can I get there, by bus or by bike? S: By bus. T: And how long will it take me to get there? Maybe fifteen minutes is enough. (The teacher looks at the watch and gives the students a gesture.) 1) Draw a stick-figure picture to help the students understand the meaning of the sentence: Itll take someone some time to do something. 2) Write the sentence Itll take you fifteen minutes. on the blackboard, and have the students imitate the sentence. 3) A guessing game: T: Please look at these pictures and guess How long will it take me to .? T: How long will it take me to have a football match? S1: Itll take you ninety minutes. T: Yes. 4) Get the students to listen to the recording of the dialogue, in order to introduce the new sentence: Just go straight. 5) Use the multi-media to help the students understand the meaning of the sentence Go straight. 6) Write the sentence on the blackboard, and have the students imitate the sentence: Just go straight. Step 4. Practice 1) Ask the students to listen to the dialogue once more, then ask them to repeat after the tape, first individually and then in pairs. 2) Encourage the students to read their dialogue with their deskmates. Step 5. Consolidation T: You know Im from Shanghai. Maybe in the future youll go to Shanghai, so Ive prepared some photographs for you. 1) Show the photographs of Nanjing Road, Pudong New Area and the Bund to the students. 2) Get the students to ask the teachers from Shanghai something they dont know, such as directions, transportations in Shanghai. 3) Ask some students to introduce their tour plans to Shanghai.