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2019年(春)六年级英语下册 Unit 3We shouldlearn to take care of ourselves教案 (新版)湘少版一、教学目标(一)语言目标:1能听懂、会说、认读词组keep our body clean, eat healthy, feel happy, do exercise every day 等。2句型:用“We should ”“We can”和同伴表达自己对养成健康生活习惯的建议和想法。(二)应用目标1. 能表达应该做某事。2. 知道什么是良好的生活习惯,并能表达养成良好的生活习惯应该做到的事情。3. 能听懂、会说A部分的课文。二、教学重点及难点教学重点:1.能听懂、会说、认读词组keep our body clean, eat healthy, feel happy, do exercise every day 等。2. 用“We should ”“We can”和同伴表达自己对养成健康生活习惯的建议和想法。教学难点:1, should 的发音和运用。2, 对结构较为复杂的词组的理解和表达,如:learn to take care of ourselves。因为学生初次接触,教师需引导学生读的时候根据意群进行停顿,帮助学生按意群来理解长句。三、教学准备教学VCD,教学PPT。四、教学步骤Step 1 Warming up1. Game 气球爆炸readwasheat从屏幕底部依次升起大量的气球,学生要在气球爆炸前快速认出气球上的动词,大声读出来并用动作表演出来。气球可以分为两批出现,第一批为单个动词,如:sing, dance, draw, eat, drink, wash, swim, walk, run, listen, read; 第二批为动词词组类,如:sing a song, draw pictures, eat fish 如图: 2. Free talk“气球爆炸” 游戏结束时,所有动词词组都同时再现在屏幕上,以便在对话的时候为基础较差的学生提供帮助。(1) 师生互动T: What do you usually do ?S1: I usually listen to music. T: What can you do?S2: I can wash my clothes. (2) 生生互动 Talk in pairs. What do you usually do ? What can you do?设计意图:热身环节设计为单词快速反应,首先能迅速吸引孩子们的注意力,能让孩子们快速把注意力从课外转入到课内;同时,该环节也为本课的内容作了铺垫。Step 2 Presentation 1. 情境创设:New Friend MarkxxxxMarkMark He was very fat. Now he is very happy, because Why?he is very healthy and strong. 教师介绍一位新朋友给大家认识,先出示Mark一张很胖的照片,说:Look, he is our new friend Mark. He was very fat, and he is a bit sad .然后再出示一张Mark的近照,说:But now, he is very happy, because he is very healthy and strong. 借此习happy ,strong引出新单词healthy ,进行教授。注意th的发音。(并板书healthy, strong, happy)设计意图:将动画飞行屋环球记里的Mark介绍给大家,分析Mark由开心到不开心的原因就是to be healthy ,to be strong. 设计思路层层递进。 2. New words (1) eat healthy food, should to be healthy A. Listen to the sound.课件中播放Mark的录音:I want to be healthy. So I eat healthy food every day. 教师出示图片,问:Look, what does he eat? 学生说出食物名称:fish, vegetables, bread, milk, rice, apple, pear, orange,这时引导学生说出fruit。 B. 教学 We should eat healthy food.将单词教学融于情理之中来进行,才能使学生真正理解其意。 C. Keep our body clean to be clean 播放妹妹和Mark 的录音: - How delicious. Lets eat together. -Mark: No, we should wash our hands before eating. 出示教学图片。 T: Wash our hands, face and body. Keep our body clean. (3) do exercise every day, jog, take long walks to be strong设计意图:每个单词的引出都有情景,英语单词教学注重情景,将单词教学融于情理之中来进行,才能使学生真正理解其意。 3. 操练词句 (1) “挑战记忆”小游戏 操练方法:先齐读再板书“We should keep our body clean”两分钟强化记忆。到时间后擦除单词,看谁能又快又准地写出来。 (2)“连词成句”小游戏 操练方法:教师可将重点句中的单词写在小卡片上,打乱顺序发给学生,让拿到卡片的重新进行排序,连成一个句子。设计意图:“连词成句”句型操练小游戏富有新意,该游戏可以考量孩子们小组之间的配合度,更可以检测孩子们对“We should”该句型的掌握情况。4. The dialogue 第一步:Listen,look and answer整体感知课文。并回答问题:What did you hear? 第二步:Listen,point and find 抓住关键信息。找出有should 的句子。 第三步: Listen and repeat 听音,跟读。 第四步: Read and answer We should 第五步:Read and act设计意图:对课文的掌握都是先整体后细节,本环节设计为先整体感知课文,再抓关键信息,找出有should的句子。符合人类对事物的认知规律。Step 3 Practise 1. 学生4-6人为一组, 选择一个话题。 如:How to be healthy? How to be strong? How to be happy?2. 组内合作,出谋策划,讨论记录。3. 分工合作,由部分学生表扬情境,组内其他成员用“We should/can ”提出建议。Step 4 Homework1. 熟读课文。2. 为家人设计温馨提示语“We should keep our body clean; We should do exercise every day”.Period 2一、教学目标 (一)语言目标 1. 词汇:能听懂、会说、认读keep our body clean, eat healthy food, do exercise 等,进一步熟悉以上词组; 能听懂 hour, does tai chi, sometimes 等。2. 句型: 熟练运用“We should”和“We can ”谈论养成良好习惯应该做的事。能看懂、会说“He sometimes for one or two hours.”。(二)应用目标 1. 能用“We should/shouldnt ”句型表达应做某事和不该做的某事。2. 能借助课文D部分的短文,完成相应的练习。 二、教学重难点重点:能运用should 表达应该做某事。难点:能理解D部分的短文。三、教学准备 教学配套的CD-ROM课件、多媒体课件等。四、教学步骤Step 1 Warming up 1. Greetings 2. Revision(1)出示大量配有图片的词组,让学生一边做动作一边读。例如: play on the road wash hands be late for school eat healthy food(2)头脑风暴:播放音乐,滚动图片,当音乐停止,幻灯片停留在某张图片上,学生即用“We should/ shouldnt”进行表达。又快又准确的获胜。Step 2 Lets act 1. Listen and say 听音训练,安静、纯粹地听C部分内容,说一说听到了什么单词和句子。 2. Listen and repeat 听音跟读,了解这一活动的内容。3. Discuss in groups全班六人为一组,以“How to take care of ourselves”为主题展开讨论。每人说出一至两点,用短语或图片展示出来。4. Make a poster5. Show the posterStep 3 Lets read 1. Listen and catch the main idea2. Read and underline the new words 3. Listen ,repeat and answer the questions(1) What does Mr Lin do every morning?(2) What does he have for lunch?4. Listen and repeat 5. Make a timetable of Mr LinIn the morning In the afternoonAt night 6. Read and think What do you learn from Mr Lin?Step 4 Game 1. Lets chant Wash, wash, wash your face, wash your hands, wash your body everyday. 教师伴着音乐,示范Chant。 同桌一问一答练习Chant, 鼓励创编。Step 5 Homework1. 听读C、D部分。2. 在D部分短文中,把从Mr Lin 身上学的好习惯写下来。 Period 3一、教学目标 (一) 语言目标1. 巩固B部分的单词。2. 句型:熟练运用“I should”这一句型结构进行表达和书写。 (二)应用目标 1. 能在情境中运用本单元所学的单词和句型表达。 2. 能综合运用本单元的单词和重点句型完成书写。 3. 能唱一首新的英文歌 This is the way.二、教学重难点1. 教学重点:综合运用本单元重点单词和句型完美结合。2. 教学难点:完成写的练习时对自我行为习惯的表达。三、教学准备用于复习的单词卡片、教学PPT等。四、教学过程Step 1 Warming up1. Greetings 2. Revision 好习惯知多少(What good habits do you know?)Step 2 Lets write1. Give a demonstration 学生发问,教师回答,书写示范。2. Read and write 学生根据自己的实际情况完成书写。3. Have an interviewh 带着这四个问题采访同学,交流各自的情况。Step 3 Lets have fun Lets sing: This is the way1. 跟着磁带听一遍,整体感受歌曲。2. 打开书,看着歌词,逐句跟唱,教师纠正个别单词的发音,如:teeth 的发音。3. 表演唱。Step 4 Homework1. 听磁带,演唱歌曲。2. 小练笔:以“How to take care of ourselves”为主题写一篇小短文,可以仿照本单元A部分来写,也可以像D部分那样通过自己或他人的故事来说。 B案附送:2019年(春)六年级英语下册 Unit 3Where didyou go(第1课时)教案 (新版)人教PEP版教学目标要求1 能够听懂录音,判断句子正误。2 能够听、说、读、写并在情景中运用句型:Where did you go ? 3. 能够在语境中理解新词组及单词fell off, Labor Day, mule, Turpan, could, till的意思,并能正确发音。4能够用正确的语音、语调朗读对话,并能进行角色表演。5能够完成对同学周末计划的调查活动。教学重点1.能够听、说、读、写并在情景中运用句型:Where did you go ? 2.能够在语境中理解新词组及单词fell off, Labor Day, mule, Turpan, could, till的意思,并能正确发音。教学难点能够完成对同学周末计划的调查活动教学过程活动步骤教与学活动目的及其操作教学资源运用资源使用说明Warm up时间9m1歌曲热身,为学习目标语做铺垫Lets sing.Hello, boys and girls! Now lets sing together.Last weekend I went to the zoo. What did you do last weekend?I saw a film and played ping-pong.What did you do last weekend?Last night I watched TV.What did you do last night?I stayed at home and read a book.What did you do last night?播放歌曲动画。2师生对话导入,为学习目标语做铺垫Free talk.Now lets begins our lesson. 1. Is everybody here? How are you today?(教师在听到学生说自己身体欠佳或状况不好的时候,可以回答:I am sorry to hear that. / Thats too bad. / What a pity! / Are you all right?)2. What did you do last weekend?(通过问题复习上单元内容,同时继续引入过去式的学习。)播放课件。3听录音,完成练习Listen and tick or cross.John is not at school today. What happened to John? Lets listen and tick or cross.(教师播放Lets try录音,学生完成题目,并校对答案。)播放课件。听录音,请学生判断对错。 Lets talk时间20m4导入本课话题Pair work.John is not at school today. Why? What happened to him? Amy is very worried about John. Now she is talking with John.教师请学生看图片,理解fell off my bike 的意思。What do you say to John?Thats too bad. / Im sorry to hear that. / What a pity! / Are you all right? .Im OK now.教师引导学生注意当听到别人不好的消息时,应该如何回答。让学生发散思维,运用多种不同的回答表示对别人的问候,同桌角色扮演对话。播放课件。5欣赏图片,回答问题John:e and look at my photos from the Labor Day holiday.Lets enjoy Johns photos from the Labor Day holiday.Where did John go over his holiday?通过欣赏图片,学生猜出:(He went to Xinjiang.)通过播放图片让学生猜一猜John在五一假期所去的地方,进一步引入对话内容的学习。播放课件。6听音,提取有效信息,学习目标语Listen and answer.What did John do in Xinjiang? Lets listen.教师播放John与Amy对话录音。Did you get some information? (He rode a horse and saw lots of grapes.)教师请学生看图,呈现两个新的词组并读一读。播放课件。7学生发散思维,讨论问题Lets discuss.What else could John do Xinjiang?教师先让学生头脑风暴,然后小组之间进行讨论。鼓励学生进行自由表达。最后教师为学生提供更多的图片,让学生理解What else的含义。播放课件。8Listen, read and answer.Now lets listen again and read the passage. Then answer the question: Why couldnt John eat the grapes in Turpan? 然后教师出示刚才听力内容的文本,请学生再听一听,跟读,并在文中划出John做的事情。同时回答问题播放课件。9Watch and follow.看动画,感受对话情景,加深对内容细节的理解。Now, lets watch the cartoon.播放动画。10Listen, say and act.教师播放录音,学生逐句跟读课文,纠正发音和语音语调,最后分角色表演。Now lets listen again and read.Then act it out with your partner.播放课件,学生表演对话。Letspractice时间10m11看图对话,加深目标语的印象Pair work.A: Where did you go over your holiday?B: I went to _.A: What did you do there?B: I _.播放课件。Homework时间1m12Homework.1听教材会话录音熟读课文。2采访你的家人或老师的一次旅行经历。播放课件。
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