2019年(秋)六年級(jí)英語(yǔ)上冊(cè) Unit3 My weekend plan教案 人教PEP.doc

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2019年(秋)六年級(jí)英語(yǔ)上冊(cè) Unit3 My weekend plan教案 人教PEP 一、教學(xué)目標(biāo)：知識(shí)目標(biāo) 1) 能朗讀、簡(jiǎn)單講述本節(jié)課的小短文。 1. 能力目標(biāo) 1) 能簡(jiǎn)單地討論中國(guó)傳統(tǒng)的一些重要節(jié)日的相關(guān)內(nèi)容。 2. 情感態(tài)度目標(biāo)： 1) 形成熱愛(ài)生活的情感態(tài)度，樂(lè)于與他人交流與合作。 二、教學(xué)重、難點(diǎn)： 結(jié)合教學(xué)目標(biāo)的要求，把本課的重難點(diǎn)設(shè)置為： 1. 教學(xué)重點(diǎn)： 1) 朗讀、復(fù)述本節(jié)課的小短文。 2. 教學(xué)難點(diǎn)： 1) 了解并能簡(jiǎn)單介紹中國(guó)傳統(tǒng)的重要節(jié)假日。 三、課前準(zhǔn)備： 依據(jù)教學(xué)目標(biāo)和教學(xué)重難點(diǎn)的設(shè)置，教學(xué)準(zhǔn)備了教學(xué)卡片，自制課件，學(xué)生自制單詞卡片等等。 四、教學(xué)過(guò)程： ↘ 熱身 / 復(fù)習(xí)（Warm-up / Revision） 設(shè) 計(jì) 意 圖 1.Greetings： 2.Daily Oral Practice A: What day is it today? B: ...(spell) A: What day is it tomorrow? B: Tomorrow is... A:What are you going to do tomorrow morning? B: ... 3.復(fù)習(xí)短語(yǔ)： T：Let’s say some places. S:... a.in the park/at the cinema/...等地點(diǎn)短語(yǔ) b.go to the zoo/fly kites/...等動(dòng)作短語(yǔ) c.National Day/Mothers Day/...等節(jié)日 【設(shè)計(jì)意圖】日?？谡Z(yǔ)練習(xí)是非常好的環(huán)節(jié)，適用于每堂課，不僅能促進(jìn)教師和學(xué)生間的交流，還能激發(fā)他們交流和討論的興趣。在復(fù)習(xí)短語(yǔ)階段，教師利用了讀讀說(shuō)說(shuō)的形式，能很好的為新課的引出做鋪墊。 ↘ 呈現(xiàn) / 操練 （ Presentation / Practice） 1. 呈現(xiàn)關(guān)于中西方節(jié)日的圖片，適當(dāng)教授學(xué)生認(rèn)識(shí)節(jié)日的英文說(shuō)法。 T：Here are some pictures of Festival. Some are Chinese Festival. Some are Western Festival. Let me show you No.1 is Chinese Festival. No.2 is Western Festival. S:... 2.T：Can you tell me what do we do in Mid-Autumn Festival? S1: I have a big dinner in Mid-Autumn Festival. S2:... 3.Listen and think 教師播放單詞festival的錄音，學(xué)生聽(tīng)錄音，思考紅色格子代表的意思，教師不急于解釋。 4. Pronunciation 教師繼續(xù)播放書(shū)本錄音，讓學(xué)生自己慢慢體會(huì)紅色格子的意思，而后，再打拍子重復(fù)一下單詞。 Lesson dinner tonight tomorrow 5. Listen,choose and read 聽(tīng)音選擇，進(jìn)一步鞏固單詞的重讀弱讀。 6. Can you try? 學(xué)生通過(guò)聽(tīng)音，操練單詞重弱讀，再到自主學(xué)習(xí)單詞的重弱讀。T：f is for... S:... 7. 文本展示 T: I have a poem for you. What is f for? What is l for? 8. Learn the poem 對(duì)于關(guān)鍵單詞或句型的提煉有助于學(xué)生快速理解整篇文章的意思，如： Mid-Autumn will和be going to 中秋做什么 中秋節(jié)的感受是什么 中秋節(jié)屬于哪個(gè)季節(jié) 9. T： This is the poem. Let’s try to follow and read it. 播放錄音，讓學(xué)生跟讀、模仿、訓(xùn)練發(fā)音。教師提煉對(duì)話的重點(diǎn)知識(shí)，讓學(xué)生通過(guò)改編對(duì)話的形式加以操練，進(jìn)而表演，教師給予指導(dǎo)。 10. T：Here is the diary from Wu Yifan. Read and answer.（直接做題） 【設(shè)計(jì)意圖】 通過(guò)圖片的展示，讓學(xué)生進(jìn)入討論的主題，并通過(guò)討論，使學(xué)生了解更多的中西方節(jié)日，以達(dá)到知識(shí)拓展和運(yùn)用的目的。并在教授中國(guó)傳統(tǒng)節(jié)日的同時(shí)，也鞏固了本單元的重點(diǎn)句型：What are you going to do for ...以及答句。 【設(shè)計(jì)意圖】 經(jīng)過(guò)對(duì)文章比較深入的理解之后，通過(guò)朗讀，使學(xué)生增強(qiáng)語(yǔ)感和對(duì)英語(yǔ)的感知能力通過(guò)多種方式使學(xué)生深入對(duì)文章學(xué)習(xí)。 【設(shè)計(jì)意圖】 本部分旨在讓學(xué)生進(jìn)一步理解文章的意思，完成任務(wù)，及進(jìn)一步運(yùn)用will和be going to 表示將來(lái)的用法。 ↘拓展/鞏固（Extension/Consolidation） 1. T: What are you going to do for Mid-Autumn Festival in xx? For me, I am going to... S1:... S2描述學(xué)生1將要做的事，再一次鞏固第三人稱(chēng)的be going to的用法。 2. 寫(xiě)作加油站 教師出示一篇題為“ Our Mid-Autumn Festival in 2015”的作文，學(xué)生進(jìn)行仿寫(xiě)。 【設(shè)計(jì)意圖】通過(guò)寫(xiě)作，可以提高學(xué)生的書(shū)面表達(dá)能力。 ↘作業(yè)布置（homework） 1.聽(tīng)錄音、朗讀、小組內(nèi)表演對(duì)話。 2.完成本節(jié)課的檢測(cè)題。 【設(shè)計(jì)意圖】作業(yè)作為課堂內(nèi)容的延伸，將讀和說(shuō)相互結(jié)合，全面發(fā)展，有選擇性的作業(yè)，更適合不同層次的學(xué)生。 板書(shū)設(shè)計(jì)： Unit 3 My weekend plan ——B read and write Mid-autumn Festival Will What are you going to do for Mid-autumn Festival？ I’m going to... 附送： 2019年(秋)六年級(jí)英語(yǔ)上冊(cè) Unit4 Then and now教案 譯林版 Step1 Free talk Good morning, boys and girls. 1. T: I’m your English teacher, We know each other well. Can you try to say something about me? Ss: You are tall. You like surfing the Internet. You can teach English… T: Good. Look at this picture. Who’s that？ S: She is… T: It’s me. She was your English teacher thirty years ago. What could I do then? Let’s take a look.(PPT播放一組照片) T：What do you think of me? Can you do the judgments? (1). Thirty years ago, my hair was short. (2). Thirty years ago, I could dance. (3). Thirty years ago, I could speak English. (4). Thirty years ago, I could teach. Ss: Judge and correct. 2. T: What could I do thirty years ago? Ss: You could…(根據(jù)剛才看過(guò)的圖片回憶說(shuō)) T: Here are some pictures of me. Let’s see. Step2 New lesson 1.整體感知 T: I have changed a lot, right? Today, we will see more changes about these people. Look! Who are they? (看圖說(shuō)) T: What is the passage about?(生嘗試說(shuō)) T: What is the title of this passage? Here are three choices. Let’s watch and choose.(給出三個(gè)選項(xiàng)，看卡通，選擇標(biāo)題) T: Which one do you choose? S: B. Then and now.(揭題，帶讀標(biāo)題) 2.自主分段學(xué)習(xí) （1）閱讀理解 T: What differences happened? Open your books and turn to Page38. Read the story by yourselves and fill in the blanks.(學(xué)生閱讀并完成) T: Have you finished? Please say it in pairs just like Su Yang and Yang Ling. Ss: Six years ago. Mike couldn’t… （2）當(dāng)堂反饋 T：Who can try?(出示Mike圖片) S: Mike couldn’t write. Mike can do many things. T: How many years ago? S: Six years ago. T: What could he do six years ago? S: He could… T: What can he do now? S: He… T: Now let’s read this part. (Read the first part.) （出示Mr Brown圖片） S: Twenty years ago, Mr Brown wrote letters to friends. He used the telephone at home… S: Now, he writes e-mails. He has a mobile phone. T: Good.(圖片)a telephone, a mobile phone(帶讀) T: What’s the difference between a telephone and a mobile phone? S: We put our telephone at home or in the office. We can take our mobile phone to anywhere. T: What else? Which one do you prefer, the telephone or the mobile phone? S:… T: We can use the mobile phone to call people anywhere. What does it mean? Here are two choices.(給出兩個(gè)英文解釋?zhuān)寣W(xué)生學(xué)會(huì)用英文解釋英語(yǔ)) T: Which one do you choose? S: He can call people no matter where they are. T: Now let’s read this part.(Read the second part) （出示Grandpa圖片） S: Thirty years ago, Grandpa listened to the radio. He read newspapers. S: Now, He reads and watches news on the Internet. He reads e-books. T: Thirty years ago, grandpa got news from the radio and newspaper. But now, we have something new. S: Internet/puter.(帶讀Internet, e-book) T: Grandpa uses the Internet to get news. What else can we do with the Internet? S: We can use it to… T: What’s the difference between a book and an e-book？ S: A book made from wood. Books sometimes are very heavy. E-books are machines. They are expensive, but we can read a lot of books in one e-book… T: Which one do you prefer? S: … T: Now let’s read it.(Read the third part) （出示Mrs Brown圖片） S: Twenty years ago, Mrs Brown made friends at schools. She bought things from shops. S: Now, she has e-friends from all over the world. She does shopping on the Internet. T: Now, she has e-friends from all over the world. What does it mean? I’ll also give you two choices (給出兩個(gè)英文解釋?zhuān)寣W(xué)生選擇) S: She has e-friends from different countries in the world. T: Mrs Brown likes going shopping. Why she does shopping on the Internet now？ S: Perhaps. Shopping on the Internet is very convenient. The price is reasonable. You have more choices. T: Now let’s read the last part.(Read the last part) 3.整體回顧課文 T: You see, they have changed a lot. What do you think of their life? Why? This time, let’s read after the puter and think about this question. Read after the puter sentence by sentence. Ss: Read it together. T: What do you think? You can discuss in groups first. Ss: Their life is…( colourful, cool, modern, happy…),because… Step3 Practice T: This time, let’s work in 4.Each one chooses a part to read. Then use the phrases on the blackboard to make a report about your part.(分組練習(xí)朗讀，然后四人一組，上臺(tái)借助板書(shū)進(jìn)行反饋) Step4 Task 1. T: You act well. Let’s make it more interesting. Make a Live Show. This is CXTV. Wele to today’s Daily Talk Show. What are we going to talk today? Then and now. Our Guests today are Brown’s family. Who will be the host? We can have some hosts, and I can be the first one. Who can be Mike?(選四人， 做示范) Do you have any questions to Brown’s family?（板書(shū)互動(dòng)問(wèn)題） 2. T: Four of you in a group. Try to make this TV show. And you can prepare to ask or answer some questions like this. Otherwise, who would like to be the host? Try. Step5 Homework 1. Listen and read Story time. 2. Retell Story time on P38. 3. Bring two photo (during your kindergarten years and in the present), and think of the changes between two photos on P40.