六年級英語上冊 Unit3 My weekend plan教案 人教PEP

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1、六年級英語上冊 Unit3 My weekend plan教案 人教PEP 一、教學目標：知識目標 1) 能朗讀、簡單講述本節(jié)課的小短文。 1. 能力目標 1) 能簡單地討論中國傳統(tǒng)的一些重要節(jié)日的相關內容。 2. 情感態(tài)度目標： 1) 形成熱愛生活的情感態(tài)度，樂于與他人交流與合作。 二、教學重、難點： 結合教學目標的要求，把本課的重難點設置為： 1. 教學重點： 1) 朗讀、復述本節(jié)課的小短文。 2. 教學難點： 1) 了解并能簡單介紹中國傳統(tǒng)的重要節(jié)假日。 三、課前準備： 依據(jù)教學目標和教學重難點的設置，教學準備了教學卡片，自制課件，學生

2、自制單詞卡片等等。 四、教學過程： ↘ 熱身 / 復習（Warm-up / Revision） 設 計 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.復習短語： T：Let’s say some places. S:... a.in the

3、park/at the cinema/...等地點短語 b.go to the zoo/fly kites/...等動作短語 c.National Day/Mother's Day/...等節(jié)日 【設計意圖】日?？谡Z練習是非常好的環(huán)節(jié)，適用于每堂課，不僅能促進教師和學生間的交流，還能激發(fā)他們交流和討論的興趣。在復習短語階段，教師利用了讀讀說說的形式，能很好的為新課的引出做鋪墊。 ↘ 呈現(xiàn) / 操練 （ Presentation / Practice） 1. 呈現(xiàn)關于中西方節(jié)日的圖片，適當教授學生認識節(jié)日的英文說法。 T：Here are some pictures of

4、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:

5、... 3.Listen and think 教師播放單詞festival的錄音，學生聽錄音，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)播放書本錄音，讓學生自己慢慢體會紅色格子的意思，而后，再打拍子重復一下單詞。 Lesson dinner tonight tomorrow 5. Listen,choose and read 聽音選擇，進一步鞏固單詞的重讀弱讀。 6. Can you try? 學生通過聽

6、音，操練單詞重弱讀，再到自主學習單詞的重弱讀。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 對于關鍵單詞或句型的提煉有助于學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

7、中秋節(jié)的感受是什么 中秋節(jié)屬于哪個季節(jié) 9. T： This is the poem. Let’s try to follow and read it. 播放錄音，讓學生跟讀、模仿、訓練發(fā)音。教師提煉對話的重點知識，讓學生通過改編對話的形式加以操練，進而表演，教師給予指導。 10. T：Here is the diary from Wu Yifan. Read and answer.（直接做題） 【設計意圖】 通過圖片的展示，讓學生進入討論的主題，并通過討論，使學生

8、了解更多的中西方節(jié)日，以達到知識拓展和運用的目的。并在教授中國傳統(tǒng)節(jié)日的同時，也鞏固了本單元的重點句型：What are you going to do for ...以及答句。 【設計意圖】 經(jīng)過對文章比較深入的理解之后，通過朗讀，使學生增強語感和對英語的感知能力通

9、過多種方式使學生深入對文章學習。 【設計意圖】 本部分旨在讓學生進一步理解文章的意思，完成任務，及進一步運用will和be going to 表示將來的用法。 ↘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描述學生1將要做的事，再一次鞏固第三人稱的be going to的用法。 2. 寫作加油站 教師出示一篇題為“ Our

10、 Mid-Autumn Festival in 2015”的作文，學生進行仿寫。 【設計意圖】通過寫作，可以提高學生的書面表達能力。 ↘作業(yè)布置（homework） 1.聽錄音、朗讀、小組內表演對話。 2.完成本節(jié)課的檢測題。 【設計意圖】作業(yè)作為課堂內容的延伸，將讀和說相互結合，全面發(fā)展，有選擇性的作業(yè)，更適合不同層次的學生。 板書設計： Unit 3 My weekend plan ——B read and write

11、 Mid-autumn Festival Will What are you going to do for Mid-autumn Festival？ I’m going to... 附送： 2019年(秋)六年級英語上冊 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

12、 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

13、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)剛才看過的圖片回憶說) T: Here are some pictures of me. Let’s see. Step

14、2 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) T: What is the passage about?(生嘗試說) T: What is the title of this passage? Here are three choices. Let’s watch and choose.(給出三個選項，看卡通，選擇標題) T: Which one do you choos

15、e? S: B. Then and now.(揭題，帶讀標題) 2.自主分段學習 （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

16、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 B

17、rown 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 ph

18、one 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.(給出兩個英文解釋，讓學生學會用英文解釋英語) T: Which one do you choose? S: He can call people no matter where they are. T:

19、 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 somethi

20、ng 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 ex

21、pensive, 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 s

22、hopping 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 (給出兩個英文解釋，讓學生選擇) 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. Sho

23、pping 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.

24、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 blackbo

25、ard to make a report about your part.(分組練習朗讀，然后四人一組，上臺借助板書進行反饋) 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?

26、 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?（板書互動問題） 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.