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重大版小学英语六年级下册全册教案

目录

Unit1 Our Winter Holidays《Lesson 1》·································2

Unit1 Our Winter Holidays《Lesson 2》·····························5

Unit1 Our Winter Holidays《Lesson 3》·····························8

Unit2 A Terrible Day《Lesson 1》····································13

Unit2 A Terrible Day《Lesson 2》····································20

Unit3 Public Rules《Lesson 1》·······································28

Unit3 Public Rules《Lesson 2》·······································34

Unit4 The Water Journey《Lesson1》··································37

Unit4 The Water Journey《Lesson2》··································40

Unit5 Our Dreams《Lesson1》···········································46

Unit5 Our Dreams《Lesson2》···········································52

Unit1 Our Winter Holidays《Lesson 1》

1教学目标

本课为重大版小学英语六年级下册一单元第一课中的语篇教学课

,旨在对本单元教学内容“What did you do in the holidays?I went to ?Beijing .”进行学习、巩固和拓展延伸。充分利用学生的学习经验和实例,丰富教学内容,激发学生逐步掌握语言知识和技能,形成有效的学习策略。同时,对于培养学生在生活中运用时间,真正的“用英语来描述”也有着重要的作用。

1、能听说认读单词:visit the Great Wall,went to the zoo,did homework,played football.

2、能听懂、会说日常用语:How was your winter holiday? I went to...

2学情分析

学生处在六年级下期,学习英语的兴趣比较浓厚,想象力丰富,乐于展示。

3重点难点

掌握did you do in the holidays及过去式的用法。

4教学过程

4.1第一学时

4.1.1教学活动

活动1【讲授】our　winter　holiday

步骤1: Warm-up热身活动???

1.Greeting师生问候。Winter holiday

2.分组并展示评比栏。

3.游戏“boom”,快速复习词汇。

游戏规则:生快速读出屏幕上闪现的单词,看谁读得又快又对,当出现炸弹时,全班同学坐下。

设计意图:通过游戏激趣,复习梳理旧知,拓宽学生思维空间,为后面教学做好铺垫。

步骤2:Questions to guide问题导学?

1.Talk about Winter holiday

Our winter holidays are over.How were your winter holidays? Good? Wonderful! I’m good to hear that.So we all enjoyed our winter holidays

2.Talk about the holiday schedule with your partner and understand the word “holiday”

3.出示问题,请学生带着问题听课文录音,并回答问题。

步骤3:Self -reading and Learn each other自读、合作学习 ???

1.Read this dialogue by yourself.默读文本,勾画生词。

2. Discuss in groups.组内合作学习。

3. Learn together.全班交流学习。

4. I went…

设计意图:开展学生个体自读和组长带领下同伴互学的教学活动,鼓励学生发现并自主解决文本中生词和句子,培养学生自主学习能力;同时开展分层教学,当有个体、小组不能解决的问题,由学生自行归纳收集,然后全班开展学习活动,这样就能充分尊重学生的生成问题,体现“一切以学生为本,以学生的能力发展为本”的教学思想。

步骤4:Practice 机械操练

1.Read and imitate. 跟读并模仿。

(1).Student can talk about holiday.

(2). Can speak the words correctly, still can use I went….to express their ideas.

设计意图:开展听音跟读活动,通过带动作读,有情感的读,让学生进一步理解文本。

2.Let’s judge.根据文本内容,判断对错。

设计意图:通过“判断”活动,检测学生对文本的理解程度。

步骤5:Expansion and extension 拓展延伸?

??? 1. Act in roles

??? 2. Exercise 6 p3

设计意图:让学生展开想象,小组合作创演对话,每一个孩子都能亲身体验并参与其中,培养学生创造性思维和口头表达能力,让学生在互助互学中共同进步,乐于展示,感受英语文本学习的乐趣。

Unit1 Our Winter Holidays《Lesson 2》

1教学目标

1.?能听、说、认读和拼写短语 visited the Great Wall, went to the zoo, did homework, played football。

2.?初步认读并运用句型“How was your winter holiday? What did you do in your holiday? I?went to the…. 来交流。

初步认读课文。

2学情分析

1.学习兴趣不是很高,许多学生还是为学习而学习,完成老师布置的作业,不愿意去自主学习。部分学生学习的目的性不是很强,导致学习习惯不好,学习无明确的计划,有作业就写,无作业就玩。

2.作为语言性学科,听与读是非常关键的环节,是语言的输入。但是平时听与读的练习强度不够,一些孩子回家可以自主去听去读,

但部分孩子还是需要老师和家长督促去完成。

3.课程难度增加以后,少部分学生的方法没能及时跟上,心理压力较大,但没有合适的途径解压;自信心明显不足而且学习动力不足的迹象也已经显现.

3重点难点

1.?能听、说、认读和拼写短语 visited the Great Wall, went to the zoo, did homework, played football。

2.?初步认读并运用句型“How was your winter holiday? What did you do in your holiday? I?went to the…. 来交流。

初步认读课文。

4教学过程

4.1第一学时

4.1.1教学活动

活动1【导入】Step　1　Warm－up

1.?Greeting.

教师使用简单的指令语和问候语与学生交流。

2.?Review

1.?通过TPR活动复习短语 visited the Great Wall, went to the zoo, did homework, played football。通过individual work 复述杜小毛寒假所做的事情。

活动2【讲授】Step　2　Presentation

1.Guessing: 运用所学短语猜测昊、高文迪等人物在昨天所做的事情。2.小组合作学习第三页let’s play.环节,理解动词的过去形式。3.学习第二页let’s find out and practice环节,通过观察、合作交流,初步感知一般过去时和一般现在时的用法以及谓语动词的变化和用法。

活动3【活动】Step　3　Practice

1.?同桌两人一组,使用句型“What do you usually do on Sundays?和 What did you do last Sunday?进行问答练习。

2.?完成第三页listen, tick and write。

活动4【导入】Step　4　Consolidation

使用所学短语和句型,以四人为一个小组,轮流描述过去发生的事情。

活动5【测试】Step　5　　Assessment

?老师根据学生的课堂表现给予加分鼓励。

活动6【作业】Step　6　　Homework

根据第三页listen, tick and write的B部分仿写句子,描述过去发生的事情

Unit1 Our Winter Holidays《Lesson 3》

1教学目标

?1、Knowledge aim(知识):通过听说学习理解句型:Where did you go? What did you do?How was your holiday?

2、Skill aim (技能):观察分析构建系统记忆能力,听说读写训练掌握运用Where did you go? What did you do?How was your holiday?能尝试复述课文人物的活动经历,体验人物假日活动的乐趣,能树立和补充问题框架,尝试了解朋友的假期活动。

3、Emotion aim(情感):通过合作学习和训练让孩子们感知学习英语的方法体验学习的快乐,能学会感受和体验生活的乐趣。

2学情分析

经过一个单元的的学习,学生对动词过去时比较熟悉,但是相关句型掌握不太好。为学生能在此基础上学习灵活运用所学相关知识对描述老师们展开对话。Where did you go? What did you do?How was your holiday?从机械操练到意义操练,运用听做、听说、看说、说做等方式让学生能够理解和掌握特殊疑问句在听、说、读、写技能上有更进一步的发展。

3重点难点

? 能掌握描述动作类的动词过去时的用法。能熟练掌握并在情景中运用本单元的新学句型。

4教学过程

活动1【导入】热身导入

a. Greetings

b. Free talk

(设计意图:热身运动为学生进入英语学习做好准备,师生问候拉近学生学习距离,自由交谈天气,假期,导入新课)

c.Brain storm

yellow?????????????????? ????

Chen Meng?

juice

lemon????????????????????????

tree

?

(设计意图:请生随意说一个单词,此处以lemon为例,做头脑风暴,先说说其他相关单词,再连词成句,围绕lemon描述说话,再总结分析时板书描述事件的几大要素:when, who, where, what, how.)

活动2【讲授】系统复习

Step 2、 Presentation

Do you know more activities?

What did he do?/What did she do?/What did they do?

She visited the Great Wall.

He went to the zoo.

b.ask and answer.

?? T:What did you do?

?? S1:I went to the zoo.

?? T: What did you do in the zoo?

?? S2: I saw monkeys.

?? T: What did monkey do?

?? S3: It ate bananas.

?? ...

?? (设计意图:先通过看卡片问答,机械操练,再连环问答,意义操练,在编故事的同时,复习动词过去时,发散学生思维,集学习性和趣味性为一体。)

c. Look and write

? T: last weekend, there were some children, Du Xiaomao, Lucy, Lu Hua... Guess, Where did they go?What did they do?

Ss: Maybe...

T: Let’s open your book, at page 6,part 4.

? Look and write.

? ...

Then add more qustions to help them fullfilled the story.

? Q1: What party?

Q2:What did they do at the party?

Q3:What song? Can you sing?

Q4:What did they eat and drink?

Q5: How was the party?

(设计意图:老师通过问答,帮助学生先猜测,为填空做好准备。然后自己独立完成练习,在检查答案时,通过进一步的问答,深挖故事,老师通过学生的反馈,绘制思维导图,让简单的故事内容更丰富,这样的训练培养学生发散思维,仔细观察,完整描述,口头作文为以后真的书写英语作文做准备。)

活动3【活动】练习运用

Step?3.Practice.

Ask?and?answer.

???How?about?you,last?weekend?

???Where?did?you?go?

?? What?did?you?do?

Group?work

??????What?did?you?do?last?weekend?

Tips: 1.?6?in?a?group

??? 2.A?asks,?others?answer,?A?ticks?in?the?table.

??? 3.Choose?1?to?report.

(设计意图:小组活动,复习本单元重点单词和句型:?1.小组长提问;2.组员依次回答;?3.问答结束,选一人陈述。每小组结束后,大家评评他们的周末怎么样,生生互评。)

活动4【练习】拓展巩固

?Step 4.Expansion

Past

Through pictures to recall their memory, look and say.

In grade one,...read a book.

What do you want to say to your past?

Now

What do you want to say to now?

future

What do you want to say to your future?

Do you have any dream?

What do you want to be?

Where do you want to go?

(设计意图:在6年级最后一学期,把按年级整理好的相册作为礼物送给学生,6个文件夹记录了他们的小学生活,边看边说边回忆。回忆过去,珍惜现在,展望未来。)

活动5【作业】课外练习

Step 5. Homework

read and writelisten and enjoy the story.

Unit2 A Terrible Day《Lesson 1》

1教学目标

知识与能力:

1、能初步听、说、认、读短语:had a fever ,had a headache,had a cold, had a cough

2、能初步掌握句子Did you have a cold yesterday?Yes, I did.\No, I didn’t.询问他人过去所做的事情或开展的活动并做肯定或否定的回答。

3、能了解本课动词原形及相对应的过去式形式的变化法则。

过程与方法:

词汇教学法、句型教学法、情景教学法、对比教学法

情感态度与价值观:

学会利用新单词及句子询问他人过去所做的事情或开展的活动。

2学情分析

基础较差,基本上停留在跟读与模仿上,不能很好的进行对话交流。

3重点难点

1、能听、说、认、读本课的重点短语::had a fever , had a headache, had a cold, had a cough

2、能大胆、灵活运用英语询问他人过去所做的事情或开展的活动。

4教学过程

4.1第一学时

4.1.1教学活动

活动1【讲授】Unit　2　lesson　1

明确目标 准备学习

1. Greetings. (师生热情问好)

Ss: Good morning/ Good afternoon, teacher.

Ss: Nice to see you again.

2.Ss: Yes, we are.

3.自学单词terrible.

激趣导入 明确目标

1. Greetings. (师生热情问好)

T: Good morning/ Good afternoon, boys and girls.

T: Nice to see you again.

2.谈话引入:T: Are you happy?

T: Oh, but I’m not happy. Because I had a terrible day yesterday.

3.出示单元主题“a terrible day”并让学生听录音自学单词terrible.

E

(学)

自主学习 合作探究

第一步:独学

学生听音独学短语had a cold.

(二)听录音,学生跟读自学句子What was wrong with you?

(三)学生听录音,自学跟读短语had a fever, had a headache, had a cough,

第二步:对学

对子两两合作互助,最大限度地帮助对方解决不会的短语。

第三步:群学

在老师的带领下齐读短语,并对动词原形和动词的过去式形式进行比较,初步感受两者的异同

2、部分学生当TA(小老师)领读,其余学生跟读。

Ss: Let me try.

3、自学反馈,小组内检查。组长利用短语卡片检测组员单词的掌握情况,小老师巡视各组交流情况。

(1)能读对4个短语,得3颗星。☆☆☆

(2)能读对3个短语,得2颗星。☆☆

(3)能读对2个短语,得1颗星。☆

二、关注学情 分层指导

第一步:引导学生进行独学

(一)教师经历糟糕的一天的原因,因为昨天感冒了(做出动作),并用多媒体出示感冒的图片,同时播放录音,让学生听音独学短语had a cold.

(二)教师设置看病情景,让学生扮演医生,来询问病情出示句子What was wrong with you?播放录音,让学生跟读自学句子。

(三)教师出示描述症状的句子I had a …分别让学生听录音,自学跟读短语had a fever, ha 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 microphone and interviews two or three students : What will you be in the future? Why??Then, Ss ask and answer their friends in random, they can leave their seat.?After 2 minutes, T holds on the microphone again, and then pretend to recall:”XX will be a ___. He likes ______. 强调likes. And XX will be a ______. She runs fast.Show some pictures of jobs, then, tell the students that, you all have dreams, if you work hard, your dreams will come true, lets’ say a word together: Let’s remember:” 。

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