2019-2020年六年級英語上冊 unit2教案 北師大版.doc

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2019-2020年六年級英語上冊 unit2教案 北師大版 教學目標： 知識與技能： 1．能夠正確的聽、說、讀單詞chore, polish, feed, dust, trash及熟練認讀短語：walk the dog make breakfast wash the dishes polish my shoes feed the fish clean my room dust the furniture cut the grass make my bed take out the trash； 2．能夠用have to 描述自己在日常生活中不得不做某些事情，應用句型熟練問答。 A: What chores do you have to do? B: I have to (feed the fish) every day. 3．跟光盤能正確朗讀課文，理解故事，完成表格。 情感態(tài)度： 通過對課文的學習，了解國外的少年兒童，都承擔一定的家務活動，培養(yǎng)學生的家庭意識。 教學重點： 1．能夠用have to描述自己在日常生活中不得不做某些事情，應用短語，進行熟練問答。 A: What chores do you have to do? B: I have to (feed the fish) . 2．正確分角色朗讀課文，理解故事，完成表格。 教學難點： 正確、流利的分角色朗讀課文。 教學工具： 課件、PPT、單詞卡片等等。 教學過程： 一、Warm—up 聽歌曲p23，聽兩遍之后，提問：這首chant主要講的是什么？ 師幫助生明確：從星期一到星期日這個女孩不得不做的事，主要是家務。 二、Lead in and presentation 1．學習新詞：chore 家務（板書） 領讀——指名讀。 2．理解“chores”：看chant中的圖片 What chores does she do? 指導學生說出并板書：make my bed walk the dog wash the dishes clean my room feed the fish (領讀,指名讀) 3．I do and you guess！師做動作生猜短語，猜后齊說兩遍。 4．句型問答： （1）師提問并板書， What chores do you have to do? （2）理解have to 師幫助生明確：不得不 ，指名說說句子的意思。 （3）指導學生回答I have to (feed the fish)。 師問生答 —— 交換問答 ——同桌問答 （4）歌曲演唱并打節(jié)奏操練: What chores, what chores; What chores do you have to do? Walk the dog, walk the dog, I have to walk the dog. 5．導入：look!Who are they ? 指名說說，師投影展示表格中的人名。 What chores do they have to do at home? 三、story: （一）根據表格自學 1、投影展示表格，學生自讀課文，標畫出每個孩子的家務勞動。 Name Chores Frequency Charlie Sue Lisa Matt Ann Ken 2、師巡視指導：巡視重點， 估計：（1）是否劃全面 （2）關于do homework go shopping和play the guitar是否是家務勞動。 （3）有一些生詞，學生判斷不好是否是家務勞動的名稱。 對策：（1）發(fā)現(xiàn)問題個別指導提示。 （2）當有學生提出時，師組織學生簡單談論。 （3）給予提示：可借助生詞表查看詞義。 3、組織集體交流：（1）What chores does Charlie have to do? 匯報，師填表，重點操練短語：make breakfast dust the furniture cut the grass wash the dog take out the trash 操練方法：（1） 做動作讀單詞，由快到慢，邊做邊說 （2）我說短語你做動作，我做動作你說短語。 （3）齊讀并指名讀。 4．How often do they do the chores? （1）舉例子讓學生理解how often，look at picture1,領著學生完成表格。 （2）自學標畫，完成表格。 （3）集體交流，匯報表格。 （二）讀課文 1．跟光盤讀課文，模仿語音語調，領讀難句及生詞。 生詞：busy person street 2．自由讀課文，標劃不會讀的單詞。 3．小組交流、互助不會讀的單詞和句子。師巡視，了解整體情況。 4．組織集體交流，提出你的困難：詞或句。師副板書。 5．選擇喜歡的角色跟讀。 6．打破小組界限分角色讀故事。其他學生練習讀重點句型，投影出示。 四、鞏固與練 1．師生情感交流、談話: A: What chores do you have to do? B: I have to (feed the fish) every day. 2．檢測： 1）完成詞組： do____ _____ my shoes _______the fish _____the furniture take out the _______ 2)任選兩個詞組造句，匯報做家務情況（也可以不用所提供的詞組）。 Eg.(舉例)：I have to make my bed every day. _________________________________. __________________________________. 五、板書設計： Unit 2 Charlie’s chores What chores do you have to do? I have to walk the dog make breakfast feed the fish polish my shoes dust the furniture wash the dishes take out the trash 附送： 2019-2020年六年級英語上冊 Unit3 Lesson1-2教案 北師大版 新課標體現(xiàn)： 本單元主要是要求學生能夠用現(xiàn)在進行時來表示一般將來時，能夠用be doing … 的結構回答關于某人最近幾天計劃或安排的問題。能夠用be doing+將來時間狀語的結構詢問他人最近幾天的計劃或安排。通過故事學習，讓學生了解外國同齡學生業(yè)余生活情況，擴展國際視野，同時培養(yǎng)自己的業(yè)余愛好，參與體育活動，鍛煉身體。通過本單元的學習，培養(yǎng)學生做事有計劃的意識。在不同的國家與地區(qū)，學校學生的業(yè)余體育生活是不同的。通過本單元故事的學習，讓學生了解不同國家的文化差異。 Teaching Aims: 知識技能： 1.Listening: 能夠理解本單元的故事。 2.speaking: 能夠用現(xiàn)在進行時來表示一般將來時，能夠用be doing … 的結構回答關于某人最近幾天計劃或安排的問題。能夠用be doing+將來時間狀語的結構詢問他人最近幾天的計劃或安排。 3.Reading: 能正確、流利的朗讀課文。 4.Writing: 能正確、規(guī)范地拼寫本單元要求掌握的生詞和短語；能聽寫本單元功能句，并做出應答。 過程方法： 1.利用現(xiàn)有的教設備資源，使學生可以更加直觀的對所要學習的內容有整體了解，并且可以培養(yǎng)學生良好的發(fā)音習慣，為以后的學習打下基礎。 2.在教授對話的同時，把單詞或重點句型出示給學生，這樣可以使學生更方便于學習，掌握，和運用。 3.在教學時多采取同學之間互相幫助的功能，可以加深同學之間的感情，還可以幫助班主任更好的完成思想道德教育工作。 Teaching Emphasis: 能夠用現(xiàn)在進行時表示一般將來時。 能夠掌握相關的單詞及詞組。 Teaching Difficulty: 1.學生已經學過 “人稱+will+動詞原形”和“be going to”表示將來的概念。而對于現(xiàn)在進行時表示將來的用法會感到不習慣，容易混淆。 2.學生對課文的理解。 3.一些單詞的記憶。 The 1st period Teaching Aims: 1. The students can understand the story. 2. The students like to learn English. 3. The students can read the story. Teaching Emphasis: 1.How to understand the story. 2.How to remember some new words. Teaching Difficulty How to understand the story and read the story. Teaching process: Step1: Review T: Have the children try to think some phrases about the sports. S: Try to think about the phrases. T: Write the phrases on the blackboard and have the children read these phrases. S: Read after the teacher. Step2: Learn some new words about sports. T: Have the children look at the pictures and try to understand the word’s meaning. S: Look at the pictures and try to think about these words. T: Have the children read the words after the teacher. S: Read the words after the teacher. Step3: Set the scene T: Ask the children what their plans are for this weekend and next week. S: Try to answer the questions. T: Tell the students in today’s story they are going to read about when the BINGO Kids visit a new health club in Redrock Bay. Step4: Presentation of new language T: Ask a question “What are you doing tomorrow?” S: Try to answer the question. T: Write the sentences on the blackboard, have the children read the sentences after the teacher. S: Read the sentences. T: Have the children try to make the sentences by themselves. S: Try to do it. T: Write these sentences on the blackboard, have the children try to understand the meaning. S: Read these sentences. Step5: Talk about the story. T: Have the children look at the pictures and the teacher tells the story to the student. S: Listen to the story and try to understand the story. T: Have the children read the story by themselves and try to answer some questions. Read the story and answer the questions. T: Explain some difficult words. Step6: Learn the story T: Have the children read the story again and answer the questions. What are the Bingo Kids doing at five o’clock on Saturday? When is the tennis class? S: Read the story and answer the questions. T: Play the tape and have the children read the story after the tape. S: Read the story after the tape. T: have the children take roles and act out the story. S: Try to do it. Homework: Have the children listen to the tape and read the story after the tape. The 2nd period Teaching Aims: 1. The students can understand the new words and use them. 2. The students like to learn English. 3. The students can write the sentences. Teaching Emphasis: 1.Learn the new words. 2.Try to review the story. Teaching Difficulty 1. How review the story. 2. Emphasis new words. Teaching process: Step1: Review : Review the story. Step2: Learn the new words. T: Have the children open their books at page28. Draw their attention to the top half of the page. S: Open the books and look at the words. T: Model the word and have the children repeat. Use the same procedure with the other words in the picture. S: Read the words after the teacher. T: Let student read the words again. S: read the words. T: Let students listen to the tape and point the new words S: listen and point. Repeat after the tape. T: Have the children try to make the dialogue use the new words. S: Make the dialogue in pairs. T: Have some students read the dialogue. Step3: Listen to this. T: Have the children look at the pictures at the bottom of the page. Explain that each of the pictures S: Look at the picture. T: Play the tape and have the children match the pictures. S: Listen to the tape and match. T: Play the tape again. Have the children repeat after the tape. S: listen and repeat. Step4: Words you know T: Point to each picture and have the children try to speak out the sentences. S: Look at the pictures and try to talk about the pictures. T: Check the answer by having students volunteer to write the answer on the board. S: Check the answer. Step5: Read and plete. T: Have the children look at the time expressions in the box on the right and explain they are going to plete the sentences below using each of the expressions only once. S: Read the timetable. T: Have the children try to write the sentences by themselves. S: Write the sentences. T: Have some students write the sentences on the blackboard. S: Check the answer. Step6: Homework: Read the story. Copy the new words four times.