【六年级英语】PEP小学英语六年级上册第六单元教案模版课件.doc

PEP小学英语六年级上册第六单元教案   2021-10-29 11:01:42|  分类： 工作档案 |  标签： |字号大中小 订阅  六上Unit Six  The Story of Rain 单位：沭镇二小    主备人：于合美            【教材分析】：                                                              本单元是一个阅读单元。重点学习水循环以及植物种植过程的表达，设计的内容比拟抽象，教师要引导学生结合生活经验理解掌握。本单元的内容相比照拟复杂，特别是Lets read 局部容量大、难点多。教师要注重多种教法的运用，逐一突破重点。【单元目标】          【课时安排】 六上U6A1词汇课 【教学内容】 A lets learn $ lets find out                                         【教学目标】 1.能够听、说、读、写A Lets learn 局部的黑体单词：stream, rain, cloud, sun, 听说认读白体单词：vapour2.能够听、说、认读句子：Where does the rain come from? 并在现实生活中能够灵活运用，做到语音准确，语调自然。3.能够完成Lets find out的任务。4.学唱歌曲?Little Water Drop?.5.了解水结成冰的相关知识。【教学重难点】 1.熟练掌握重点单词：stream, rain, cloud, sun, vapour。教师要启发学生开动脑筋巧记单词，并结合句型替换关键词，在情景中学习新单词。2.能够在现实生活中灵活运用句型： Where does the rain come from？并在现实生活中能够灵活运用，做到语音准确，语调自然。【教学准备】 1.与本课时相关的教学挂图。2.录音机和本单元的教学录音带。3 课件：各种水的声音【教学过程】 Step 1:Pre-paration 1.上课伊始，教师通过教学媒体资源给学生呈现英语童谣?Little water drop?.让学生静静地欣赏、感受。2.教师走下讲台，到学生中间做Free Talk.T: Whats the weather like today?S: T: Do you like rainy /sunny days? S: T: What do you do every day?S: T: Where does the water come from?Step2: Presentation:1.教师对学生说：“We drink water every day. We need water every day. What else needs water? Where does the water come from?2.教师简笔画“雨，并对学生说：“We are going to talk about rain. Where does it come from? Does it come from the sky? 教师帮助学生答复It comes from the cloud.用简笔画出cloud的图，将单词板书并进行教授教读。3.教师用简笔画在原先的rain和cloud 下面画stream,自然而然的引出stream,板书并教读。并进行适当的拓展：听海，让学生听各种水的声音，猜猜是什么，复习sea, river,并比拟stream, lake 和river的区别。4.教师用简笔画在stream 上面画sun ,教师夸张的描述太阳的火辣，引导学生想象溪水在太阳的照射下发热变成vapour。5.听录音，并跟读Step3: Practice:1.教师找生抽词卡，如抽到： cloud,下面学生就问：Cloud, cloud, Where does the cloud come from? 上面学生答复：“It comes from the stream,依此类推，如果是stop,就换人重新开始。2.教师把70页“Lets find out的教学挂图呈现给学生，让学生认真看图，教师问：“What can you see in the picture?请一名学生示范答复：“I can see the stream.然后学生五人一组找出图中的景物，用英文表述出来，在这个过程中教师可以给学生渗透保护环境，保护地球家园的意识。Step 4: Production 1.教师把学生分成两组和大家一起拍手说唱自编儿歌。Cloud, cloud, where does the cloud come from? It comes from the vapour.Vapour, vapour, where does the cloud come from?It comes from the Stream.Stream, stream, where does the stream come from？It comes from the rain,Rain, rain, where does the rain come from?It comes form the clouds.2.教师给学生呈现Good to know 的教学挂图，先让学生认真看挂图，然后教师结合挂图给学生介绍水结成冰后体积变大的相关知识，鼓励学生通过实验的方法验证自己的想法。教师也可以启发学生思考水在自然界中的其他存在形式，Step 5:Homework1.让学生熟练掌握本单元的重点单词和句型。2.让学生自由结合组成小组，在班级内自由采访，询问生活中常见的东西来源，最后看看谁懂得最多。 六上U6A2 对话课                               【教学内容】 Lets try &lets talk & Group work                                      【教学目标】 1.能够听、说、读、写句子Where does the rain come from? It comes from the clouds. 并在现实生活中能够灵活运用，做到语音准确，语调自然。能替换运用于水循环的整个过程。2.能够完成Task Time 的内容。【教学重难点】 1.熟练掌握Lets try局部的单词，教师要启发学生开动脑筋巧记单词，并结合句型替换关键词，在情景中学习新单词。2.能够在现实生活中灵活运用句型： Where does the rain come from？It comes from the clouds.并在现实生活中能够灵活运用，做到语音准确，语调自然。要求学生能替换关键词造新句并能在水循环的整个过程自如运用。【教学准备】 1.与本课时相关的教学挂图。2.录音机和本单元的教学录音。3简单的课件【教学过程】 Step 1:Pre-paration1.教师通过教学媒体资源让学生跟唱英语童谣?Little Water Drop?.2.教师热情地和学生打招呼问好，和学生做简单的Free Talk.3.教师和学生一起拍手说唱第一课时所编的chant。Cloud, cloud, where does the cloud come from? It comes from the vapour.Vapour, vapour, where does the cloud come from?It comes from the Stream.Stream, stream, where does the stream come from？It comes from the rain,Rain, rain, where does the rain come from?It comes form the clouds.Step2: Presentation:1.情景导入1) 课件呈现：牛肉与牛T: Which is the first ? Which is the second ?S:  First the cow ,then the beef ,T: So the beef comes from the cow.课件呈现：猪肉与猪方法同上教师板书：comes from 2). 课件呈现：面包T: Does the bread come from the rice ? S: No .T: Where does it come from ?教师在comes from 上方板书示范Where does the come from ?课件呈现面粉T: It comes from the flour .课件呈现面包与面粉之间的先后关系，教师引导学生齐说：The bread comes from the flour .T: Where does the flour come from ?教师播放Lets try 局部的录音Ss: The flour comes from the wheat .课件添加小麦的图片，显示面包、面粉、小麦之间的关系，并出现文字提纲帮助学生表达：Wheat -flour -bread 2.机械操练游戏：开心辞典“金蝉脱壳 T: Look ,here is a game .(教师请一学生共同示范对话) 课件呈现：milk T: Where does the milk come from ?S1: The milk comes from the cow .3. 意义操练课件呈现：egg,cloud 等二人小组操练并汇报。Step 3: Practice1. 听音答题 接上一环节，教师说： What about rain ?lets listen and answer.播放lets talk 内容2. 听音正音3. 引导学生读lets talk局部对话。可以采取教读、齐读、男女生分角色、分小组等方式，大量的机械操练让学生掌握本课时的对话内容。Step 4: Production1.拿出rain 的单词卡片，贴在黑板上，问学生：“Where does the rain come from？引导学生答复“It comes from the clouds.然后，教师将cloud 的单词卡片也贴在黑板上。用同样的方法，在问答的过程中将其他三张卡片依次贴在黑板上，组成一个水循环过程的简易图。教师出示“Group work的教学挂图。同桌之间根据单词卡片的提示进行问答练习。2. 教师出示“Group work的挂图，让学生据图复述Step 5.Homework1.让学生熟练掌握本单元的重点单词和句型。2.了解大自然中很多东西的出处，并且四人小组进行讨论，看哪一个小组采集最多。 六上U6A3阅读课【教学内容】   lets read                                                      【教学目标】 能够简单用英语表达小水滴的“旅行历程并通过阅读进一步熟悉水循环的过程。【教学重难点】 能够使学生通过阅读进一步理解水循环的过程，教师要注意设计一些真实的情景帮助学生理解。【教学准备】 1.与本课时相关的教学挂图。2.录音机和本单元的教学录音带。【教学过程】 Step 1:Preparation1.教师播放78页的英语童谣?Little Water Drop?，学生跟唱。2.Free talk Step2: Pre-reading1. 教师讲述科学家牛顿的故事。通过动作和简笔画引入局部新单词T: Today Ill tell you a story of a great man .One day ,he wakes up early .What time does he wake up ? Can you guess ?S1: Maybe he wakes up at T: Yes .He wakes up early and he feels a little hot ,so he comes out and sit down under an apple tree .Suddenly something is falling down .What is falling down ?S2: Maybe the leaves are falling down .T: Look ! An apple is Ss: An apple is falling down .T : Yes .Who is the man ?Do you know ?Ss: He is Newton .2. T: Here is another story - the story of rain .Do you know “Where does the rain come from ?  Ss: It comes from the colud .T: Then where does the cloud come from ?Ss: It comes from the vapour .T: How can the water become vapour ?Ss：The sun shines and the water becomes vapour .T: So the sun helps the water to become the rain .Right ?Then what else helps the water to become the rain ?Step3: In reading1.Get the Ss to read the story and find out “Who helps the water drop become the rain ?2.Get the Ss to read again and discuss the details in their group and fill in the blanks : WhoWhereWhat to doHow to feelWater dropin the river feel very hot Water drop   Water drop see Mr Wind go up  Step4: Post reading1.教师让学生照着表格复述2. 最正确演员 播放录音让学生模仿，之后让学生进行小组合作表演故事。Step 5Homework让学生回去模仿，表演六上U6B1词汇课【教学内容】 Lets learn & Number and plant                                 我的设计【教学目标】 1.能够听、说、读、写单词：seed, soil, sprout, plant。2.能够掌握句型“First ,we have the seed.等简单描述植物种植的过程。【教学重难点】 1.熟练掌握本单元的重点单词：seed, soil, sprout, plant。2.能够表达种花的过程。【教学准备】 1.单词卡片2.录音机和本单元的教学录音带。3.教师准备一盆鲜花，一个装满土壤的花盆、花种等。4.常见的种子和图片【教学过程】 Step 1:Preparation 1.教师热情地和学生打招呼问好，并和学生一起跟着音乐拍手说唱英语童谣?Little water drop?。2Free talk Step2: Presentation:   单词呈现1  教师拿出一些种子，问：What are they ?教授seeds 2)T: Do you like flowers ?Ss: Yes .T: Do you know how to plant flowers ?Ss: No .T: First ,what do we need ?S1: We need ?T: Look ,教师拿出“soil教授3)      T: Now lets put the seeds in the soil .But the sun shins the soil ,the soil dry now .So we must water them .Yes ?       Ss: Yes .       T: The seeds drink the water and enjoy the sunshine .They are very happy ,they grow ,grow and grow .Now they are sprouts  .教师讲授单词“sprout    4). 教师出示嫩芽长大后的植物的图片，并向学生提问导出新词“plant 听音正音1  教师让学生听录音，对本课有个系统的认识。2  让学生跟读。合作学习以小组为单位，组长或同桌互相读一读，教一教，检查一下。Step3: Practice:  1.“火眼金睛猜单词：将单词卡放入信封内，然后一个字母一个字母地从里面拉出来。因为本课有3个以3个“s 开头的单词，所以比拟有意思。  2. 标数字说一说    T: There are some pictures and sentenes in your book .please number and say .让生完成课本上的题。Step4: Production:     种瓜大王：出示LiMing的一篇种西瓜的经历记录，让生帮助他来找一找“种瓜不得瓜的原因。谁找的多谁就是“种瓜大王   T: Heres diary of Li Mings .He want to plant melon ,but he fails to do it .Can you help him to find out what is wrong ?   April 5  I plant the melon seeds in the black soil and then water it .   April 13 There is on sprout in the soil .And the seeds look bad .  April 15I take out the bad seeds and put some new seeds in the soil again .I put it in the sun. April 19I wait for melon !But there is no sprout or plant at all .I feel so sorry .Step5: Progress     做根底训练50页Step6: Homework  1.让学生熟练掌握本单元的重点单词。2.回家给自己的家人用本单元所学到的英语给他们简单描述植物种植的过程。六上U6B2 对话课         【教学内容】lets try & Lets talk & Lets play;Lets check                          我的设计【教学目标】 1.能够听、说、读、写句子How do you do that？What should you do then? 并能在实际情景中灵活运用，力求做到语音准确，语调自然。2.了解英文中先后顺序的表达First ,Then,Next。【教学重难点】 1.熟练掌握本单元的重点句型：How do you do that？What should you do then? 并能在实际情景中灵活运用，2.能够表达植物的生长过程。【教学准备】 1.与本课时相关的教学挂图。2.录音机和本单元的教学录音带。【教学过程】 Step 1:Preparation1 . Lets chant.课本68页  提炼关键词： First /Then /Next2.教师走下讲台到学生中间做Free Talk。可以以“How do you plant a flower seed?为主题，引导学生可以按照Number and say,表达种花的过程(可在此局部参加First /Then /Next)。Step2: Presentation:1.     教师把“Lets try的教学挂图呈现给学生，然后和学生一起看图、描述，再放录音，指导学生完成练习。录音内容如下：Girl: Im going to plant a flower tomorrow.Boy: How do you do that?Girl: First, put the seeds in the soil.Boy: What should you do then?Girl: Water it. Then wait. You can see the sprout in several days. 2.教师在学生完成“Lets try练习后，教师从中教学in several days.3.教师说：“I am going to plant a flower on the weekend. But I dont know how to do that. Can you tell me? How do you do that? 学生答复：“Put the seed in the soil.教师引导学生在前面参加序数词First, put the seed in the soil.教师接着说：“What should you do then？引导学生答复：“Water it.4.教师对学生说：“Zhang peng is talking to his teacher. Now lets see what they are talking about. 教师让学生听录音，并答复：How does Zhang Peng plant flower seeds ?Step3: Practice1.     听音正音2.     听音跟读3.     分角色表演4.     教师把B“Lets talk局部的主要句型写在黑板上，学生闭上眼睛，教师擦掉其中一个词，学生睁开眼睛，说出擦掉的单词并把句子补充完整。Step4: Production:     1.出示课本Lets play 内容，让生根据内容进行复述。Step5: Progress 1.教师放“Lets check局部的录音，让学生完成练习。录音原文如下：1Man: Where does rain come from?     Boy: It comes from the clouds.(2)  Man: Where does the cloud come from?     Boy: It comes from the vapour.(3)  Girl: Im going to plant a flower tomorrow.    Boy: How do you do that?     Girl: First, put the seeds in the soil. Water it. Put it under the sun everyday. Then you can see a flower soon. Step6：Homework1.让学生熟练掌握本单元的重点单词。2.教师请学生在家里种一盆花，写成简短的种植日记，拿到学校里面来和同学老师一起分享。 六上U6B3阅读课【教学内容】 ：Lets read &Story time                                       我的设计【教学目标】 1.通过阅读植物日记进一步熟悉掌握 植物生长过程的表达2.能够理解，认读B Lets read 局部的句子。【教学重点】 1.能够理解、认读B Lets read 局部的句子。教师要启发学生结合句型替换关键词，在情景中应用新句型。2.掌握植物生长日记的生长过程的表达。【教学准备】 1.与本课时相关的教学挂图。2.录音机和本单元的教学录音带。【教学过程】 Step 1:Preparation 1.教师热情地和学生打招呼问好，然后教师把68页的chant呈现给学生，放录音，然后教师带着学生根据上面的句子拍手说唱。2.教师走下讲台到学生中间和学生以“What are you going to do this afternoon?为主题进行Free Talk.Step2: Pre-reading:1.教师和学生进行加句子游戏。学生五人一组，每人依次说一句话，比方第一名学生说：“I put some soil in the pot.第二名学生在此根底上再加一句话，比方：“I put some soil in the pot. I put a small seed in the soil.依此类推。2.教师出示只画有种子的图画，问学生：T: What do we want?S: Pot and soil.教师出示75页课文第一幅图画：  T: How do you do that?S: I put some seeds into a pot.T: What should you do then?S: I put in some water.T: Then we should put it in the sun .教师依次出示课文第二、三、四幅画，用What do you see? How do you do that? 或者What should you do then? 来提问。  3.在五幅图画和老师句型铺垫的根底上，请学生现场编写种植日记。Step3: In-reading:1.教师请几位学生朗读一下种植日记，并说：“Liu Yun plants some flower seeds. She writes a diary, too. Lets read ,what does she write ?教师引导学生阅读四篇日记。学生分小组讨论日记内容。2.Read again and answerA: What does Liu Yun do on Apr.15?B: What does she see on Apr.21?C: What does she see on Apr.29?D: What does her plant look like on May 15?E: Does it have any flowers?3.听录音，模仿4.大声朗读Step4: Post -reading:1.教师请一名擅长绘画的学生到黑板前示范，其他学生读任意一篇日记，每人读一句。请站在黑板前的同学画出正确的配图。继续请三名学生依次到前面，其他学生读日记，把另外三幅插图的内容画在黑板上。然后反过来，教师任意指定一幅画，请学生说句子描述图画。2.教师把全班同学分成四个大组，分给每组一张大海报和16个打乱序的句子，16个句子都摘自Lets read 局部的日记，在规定的时间内，请他们合作给句子排序并贴在海报上，配以漂亮的插图，最后在全班进行评比，看看哪个是最有默契的小组。3.教师把Story time的教学挂图呈现给学生，让学生看挂图听录音，教师帮助学生理解故事内容。学生再听一遍录音，读故事里的句子，教师指导学生发音。最后教师请几组同学到前面汇报演出。Step5: Progress 做根底训练54页最后一道题 Step6：Homework让学生亲手种一种植物，并编写种植日记。