译林版六年级英语下册全册教案.docx
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译林版六年级英语下册全册教案
译林版六年级英语下册教案
Project1
Beingagoodstudent
【教学目标】
1.在竞赛中帮助学生复习1~4单元主要词句,让学生能充分掌握并灵活运用1~4单元的单词和句型。
2.以”Beingagoodstudent”为主题,帮助学生归纳好习惯和坏习惯,以培养学生的良好习惯。
3.能通过各项任务设置,激发学生学习兴趣,体验合作与竞争。
【教学重难点】
1.以”Beingagoodstudent”为主题,帮助学生归纳好习惯和坏习惯。
2.指导学生完成作文“Myhabits”。
【课前准备】
1.单词卡片/时间展示图;
2.教学光盘或其他录音机设备;
3.教学课件。
【教学过程】
Step1:
Warmup
1.Dailyreport.
2.FreetalkT:
Today,we’lllearnProject1Beingagoodstudent.
Doyouwanttobeagoodstudentinclass?
Step2:
Pre-task
T:
Ourcityislookingforsomeimagespokesmen(形象代言人)fromthegoodstudents.Doyouwanttojointhem?
(PPT呈现四个任务)
Step3:
While-task
Task1Haveagoodlifestyle.
Task2Haveahealthydiet.
Task3Followthetrafficrules.
Task4Writedown“myhabits”.(渗透情感教育)
Step4:
Post-task
1.Trytomakeaposter
2.ShowtimeStep
Step5:
Homework
1.Makeaposterabouthowtobeagoodstudent.
2.Writeapassage“Goodstudentsaroundme”.
3.Design:
Project1BeingagoodstudentWemust…Wemustn’t…
板书设计】
Project1
Beingagoodstudent
Wemust…Wemustn’t…
【教学反思】
本单元是一个复习单元,以活动课的方式呈现前四单元的内容。
围绕“成为一个好学生”展开话题,讨论生活学习中的好习惯和坏习惯。
激励学生完善自我,让自己具有一名好学生应有的品质。
在课堂上我留出大量的时间让学生操练,尤其是后进生对知识遗忘比较快,教师在课前就要让学生做好充分的准备,将重点句型和词组梳理一下。
在课堂上我一遍遍让学生强化记忆,提供平台让学生展示,让学生做学习的主人。
生教生,生领生,示范作用比言传的作用要好得多。
本节课主要复习基础话题、词句和语法。
然后在此基础上整合拓展,为学生搭建展示的平台,丰富学生情感体验,激励学生英语学习的自信心,收获英语学习的成功感。
基于课堂小组活动的设计,在课前适当的做些准备,让课堂时间更多的用于听说的练习,发挥相互交流的功能。
Project2
Atravelbook
【课前准备】
1.单词卡片/时间展示图;
2.教学光盘或其他录音机设备;
3.教学课件。
【教学过程】
Step1:
Warmup
T:
Goodmorning,boysandgirls.
Ss:
…
T:
Lookatthetitleontheblackboard.Canyouguesswhatwilldointhisclass?
Ss:
We’llmakeatravelbook.
T:
Goodguessing.We’llmakeatravelbooktogether.Here’sthecover,andwe’llcompletethefollowingpagesinthisclass.
1.T:
Ourtravelbookisaboutcities.Whichcitydoyouwanttotravelandwhy?
Youmaytalkinpairsfirst.
S1:
IwanttotraveltoBeijing,becausethesummerpalaceiscool.
S2:
IwanttotraveltoLondon,becauseIwanttogoabroad.
S3:
IwanttotraveltoTaipei,becausethereismuchnicefood.
T:
Whatkindoffoodwillweeatthere?
Whydoyouwanttogoabroad?
That’swhyyou’rein…group.
2.T:
Whatdoyouwanttoknowaboutthecitybeforetravelling?
S4:
Iwanttoknowtheweather/interestingplaces/nicefood/cost/…教师在黑板上贴磁卡(Tosummarizetheseaspects,wecallthem“others”.)
3.T:
Howdidyoulearnaboutthecity(totheinformation)?
Didyoureadbooksaboutit?
S5:
Yes,Idid./No,IreadontheInternet.(注意读音)
T:
Itseemsthatallofyouarepreparedforthelesson.That’sagoodlearninghabit.
Step2:
Presentation
1.猜谜呈现5个城市名称
T:
Inthisclass,we’lllearnaboutthecitiesbyreading,discussing,listeningandwatching.Andmakingnoteswhenwearelearningisalsoimportant.Nowpleasereadanddiscussinpairs.Whatcitieswillwetalkaboutinourtravelbook?
Studentsreadthefirst3passagesinpairsanddiscuss.Students依次反馈城市名称,教师依次拿出对应的poster,并在海报上写出天气类等信息关键词:
London:
changeable,foggyHongKong:
belongto,tax-freeShanghai:
between,sweettooth
同法介绍北京和台北Beijing:
Dry&cold,capitalcityTaipei:
largest,hot,typhoon.
2.梳理句型,并反馈预习成果
T:
NowweknowtheweatherinLondonischangeable.(带着学生一起说,并板书Theweatherin…is…)InBeijing,itisdryandcoldinwinter.(板书In…itis…)Whatsentencescanweusetotalkabouttheinterestingplaces?
Ss:
In…,we’llsee…/In…,wecansee…
T:
Howaboutthenicefood?
Ss:
We’lleat…in…
T:
Nowtrytousethesesentencestodiscusswhatyouknowaboutthecity.(点击课件呈现小组活动要求)
3.反馈海报信息,并了解各城市景点背景及美食
T:
Now,I’vegotalltheposters.Listencarefullyandguesswhichcityitis.lBeijing
T:
Inthiscity,you’llseetheGreatWall,Tian’anmenSquareandPalaceMuseum.Whichcityisit?
Ss:
Beijing.
T:
Good.You’refamiliarwithBeijing.WhatelseinterestingplacesinBeijing?
Ss:
SummerPalace/GongMansion/WangfujingStreet/SouthLuoguLane…Doyouwanttoseethepictures?
/Let’sreadmoreabouttheseplaces.看图了解景点信息
T:
InBeijing,we’lleatmuchnicefoodtoo!
Canyoufindpicturesfor…?
学生为海报上的美食找图片,学习课件上的其他美食表达
lShanghai
T:
Inthiscity,you’llseetheBund,OrientalPearlTowerandtheYugarden.Whichcityisit?
Ss:
Shanghai.
T:
Good.DoyouknowanyotherinterestingplacesinShanghai?
Ss:
ShanghaiMuseum,Disneylandpark…
T:
Let’slookatthepicturesaboutthem.看图了解景点信息
T:
InShanghai,we’lleatmuchnicefoodtoo!
Canyoufindpicturesfor…?
学生为海报上的美食找图片,学习课件上的其他美食表达
lHongKong
T:
Inthiscity,you’llseeVictoriaHarbor,DisneylandparkandOceanpark.Whichcityisit?
Ss:
HongKong.
T:
Good.WhatelseinterestingplacesinHongKong?
Ss:
Avenueofstars…
T:
Good.Let’sreadmoreabouttheseplaces.看图了解景点信息
T:
InHongKong,we’lleatalotofnicefoodlikeeggtart.Canyoufindthepictureforit?
学生为海报上的美食找图片,学习课件上的其他美食表达
lLondonT:
Inthiscity,you’llseetheTowerBridge,theBigBenandtheLondon.Whichcityisit?
Ss:
London.
T:
Good.DoyouknowanyotherinterestingplacesinLondon?
Ss:
BuckinghamPalace/BritishMuseum/LondonBridge…Let’slearnmoreabouttheplacesinLondon.看图了解景点信息
T:
InLondon,there’smuchtraditionalfood.Canyoufindpicturesfor…?
学生为海报上的美食找图片,学习课件上的其他美食表达
lTaipei
T:
Nowyoudefinitelyknowthelastcity.
Ss:
Taipei.T:
WhatinterestingplaceswillweseeinTaipei?
Ss读海报内容:
Taipei101,Roundmountainandthenightmarket
Actually,there’remuchmoreinterestingplacesinTaipei.Let’ssee.看图了解景点信息(NationalPalaceMuseum—ChiangKei-shekMemorialHall—Taipei101)
T:
InTaipei,we’lleatmuchnicefoodtoo!
Canyoufindpicturesfor…?
、学生为海报上的美食找图片,学习课件上的其他美食表达
T:
There’resomanyinterestingplacesandnicefoodinTaipei.That’swhyIlikeitbestandI’dliketospeakforthiscity.
Step3:
Consolidation
1.课件呈现“为最喜爱的城市代言”
T:
I’llspeakforTaipei,becauseit’smyfavouritecity.Theweatherhereissunny,butit’shotinsummer.Sometimesyoumaymeettyphoon.SoifyouvisitTaipeiinsummer,youshouldchecktheweatherreport.There’remanyinterestingplacesinTaipei,likeTaipei101.It’sthelandmarkofTaipei.AndtheNewYearlightshowisveryamazing.IfyouvisitTaipeiinwinterholiday,youcan’tmissit.You’llseeNationalPalaceMuseum.It’stheprideofTaiwan.History-loverswilllikeChiangKei-shekMemorialHall.It’sbuiltinmemoryofChiang.InTaipei,you’lleatmuchnicefoodlikebeefnoodles,taroballsandsmallsausageinlargesausage.IfyouvisitTaipei,don’tforgettogettheentrypermitfirst.ComeandvisitTaipei.It’sawonderfulcitythatyou’llneverforget.
2.学生完成信息卡,并装饰
T:
Whichcitydoyouwanttospeakfor?
Pleasewriteandsharewithus.Ifyouhaveclearandcorrectwordsonthecard,youcangetoneheart.Ifyouhavenicepicturesonthepaper,you’llgetthe2ndheart.Ifyouhaveanattractiveending,you’llgetthe3rdheart.Nowtakeoutyoursheetandcompleteit.youhave3minutestodo.
3.回到原始组,组内介绍自己最喜欢的城市
T:
Pleasegobacktoyouroriginalgroupandspeakforyourcityinpairs.Sstalkingroups.T:
Who’sreadytospeakforthefavouritecityhere?
S1-S2T:
Boysandgirls,timeislimited.Inthisclass,we’vefinishedourclasstravelbook.Andyou’llhaveyourgrouptravelbook.Herearethecovers.Usethebindertoputallthepagestogether.Thenspeakforyourfavouritecityingroups.Thisisoneofyourhomeworktoday.The2ndoneistodecorateyourgrouptravelbook.Andthelastoneistocompletethemindmapsofthecities.
【板书设计】
Project2
Atravelbook
Yourfavouritecity
……
【教学反思】
教师在单词或词组的教学中,不能只是教读单词或词组。
要循序渐进的插入本单元的重点句子,让学生在记单词或词组的过程中熟悉句子。
这样能满足不同学习水平的学生的学习要求。
根据学生的个人素质、性格特点、记忆力、反应速度等,因材施教,分层要求,以求通过最有效的激励机制促进学生进步。
最后,在今后的每一节课中都要灵活运用所学句型,请学生造句,培养学生的创新意识。
Unit1
Thelionandthemouse
【教学目标】
(1)Trytoretellthestoryinthepasttenseaccordingtotheillustrations.
(2)Trytounderstandtheconnectionanddifferencebetweentheadjectivesandadverbs,experiencethefunctionofadverbsinsentencesandbeabletoproperlyusethemtomodifyverbs.
(3)LearnaboutChineseandforeignfablesandknowtoexpresstheminEnglishFocusofthelessonandpredictedareaofdifficulty.
【教学重难点】
Trytounderstandtheconnectionanddifferencebetweentheadjectivesandadverbs,experiencethefunctionofadverbsinsentencesandbeabletoproperlyusethemtomodifyverbs.
【课前准备】
1.单词卡片/时间展示图;
2.教学光盘或其他录音机设备;
3.教学课件。
【教学过程】
Step1:
Warmup&Revision
1.Freetalk
T:
Today,Iwanttohaveaninterestinglessonwithyou.Iwanttoseeyoursmile.Yousee,Ihaveabigsmile.AndIwanttoseeyoursparklingeyes.Ok?
T:
Lastlesson,welearnedastoryaboutanimals.Itwas“Thelionandthemouse”.Couldyoutellme‘Beforereadingthestory,whatarethelionandthemouseinyourmind?
’?
Forexample,Ithinkthelionisthekingoftheforestandthemouseisalwaysafraidofthecat.Whataboutyou?
T:
Afterlearningthestory,doyoustillthinkthemouseisalwaysweak?
Why?
2.Revision
a.Retellthestory(workingroups)
T:
Doyoustillrememberthewholestory?
Let’strytoretellitaccordingtotheillustrations.Here’sonetipforyou.(Weoftenusethepasttensetoretellthestory.)T:
Areyouready?
Thistime,let’strytoretellthestoryinclass.Eachofusjustsayoneortwosentencesandletotherscontinue.
Step2:
Presentation
1.Grammartime
a.Readandfeel(encouragestudentstorecallthedialoguebetweenthelionandthemouseinthetextandappreciatethefeelingsbehindtheirdialogue)
E.g:
T:
Lookatthelittlemouse,ishedancing?
No,heisshaking.Howdidhefeelatthattime?
T:
Whataboutthislion?
Yes,hewaslaughing.Whatmadehimsohappy?
Who’dliketobethelionandreadt