PEP小学英语六年级下册第二单元教案设计.docx

1、PEP小学英语六年级下册第二单元教案设计PEP小学英语六年级下册第二单元教学设计六下U2A1（词汇课）教学内容：Lets chant A Lets learnLets play教学目标：1.能够听说读写单词和短语：have a cold, have a toothache, have a fever, hurt, have a headache, have a sore throat.2.能够听说读句型：Whats the matter, Mike? I feel sick. I have a fever.并进行关键词的替换操练。3.能够理解会并吟唱Lets chant的歌谣。重点难点：1.本

2、课时的教学重点是掌握A Lets learn部分的四会单词和短语，并会用询问别他人身体状况的问句和答句替换关键词操练所学新词和短语。2.本课时的教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。课前准备：1.教师准备本课时所需的单词卡。2.教师准备录音机和录音带。3.教师准备本单元的挂图。教学过程Step 1 Preparation.（1）Greetings Whats your name ? How are you ? Whats your favourite fruit?（2）当有生回答apples 时，教师引出: Apples are good fruit.Now let

3、s sing a song . Step 2 Presentation1.单词导呈。T: Do you like apples ?Ss: Yes .T: But rabbits dont like apples , so they often feel sick .引出”feel sick ” 板书教授。Now lets have a look “Whats the matter with them ?”出示小兔子让生一起问，对句型Whats the matter？训练。兔子1：引出 have a cold Cold , cold ,have a cold ,I have a cold .兔子

4、2：出示一个正头上冒火的兔子，师生同问完后，教师拿出一个体温计说：let me help you . 引出：have a fever Fever ,fever ,have a fever ,I have a fever .兔子3：引出：have a headache Headache ,headache ,have a headache ,I have a headache .兔子4：引出：have a toothache 师把headache ,toothache 写在一起让生发现规律。 Toothache ,toothache ,have a toothache ,I have a too

5、thache .兔子5：引出：have a sore throat Sore throat ,sore throat ,have a sore throat ,I have a sore throat .兔子6：引出：hurt Hurt ,hurt ,my leg hurts .2. 听读正音。（1）Listen and point.(2) listen, point and read.3.合作学习。（1）Read in groups.(2) Check in groups.Step 3 Practice1教师做动作，其余生猜。2.生做动作，其余生猜.3. lets chantCold, co

6、ld, have a cold I have a coldFever, fever, have a fever I have a feverHeadache, headache, have a headache, I have a headache.Toothache, toothache, have a toothache, I have a toothache.Sore throat, sore throat, have a sore throat, I have a sore throat.齐读，自由读，组读展示，其组齐读。Step 4 Production给名人看病出示一部分名人生病的

7、图片“ doctor and patient“Step 5 Progress可根据自己的需要，采用基础训练或配套练习选做1-2题。Step 6 Homework:1. Listen to the tape.2.Write these words two times.3.搜集探究后缀-ache 六下U2A2（对话课）教学内容：能够简单询问他人的身体是否健康、心情是否愉快，如：Whats the matter? How do you feel? 能够简单表达自己或他人的健康状况以及各种情绪和心理状态，如：I have a headache. 听说读写粗体句子（1）Whats the matter?

8、（2）My throat is sore.（3）My nose hurts.教学目标：1.能够听、说、认读主要句型：How do you feel? I feel sick. Whats the matter? My throat is sore. My nose hurts.学会在实际的情境中熟练运用。2.能够书写四会句子：Whats the matter? My throat is sore. My nose hurts.3.能够听懂Lets try部分，并能根据录音内容为五张小图正确标号。教学重点：本课涉及到的句型：How do you feel? I feel sick. Whats

9、the matter? My throat is sore. My nose hurts.以及围绕看病展开的话题。教学难点：在实际情境中运用句型：How do you feel? Whats the matter?教学准备：录音机、磁带、Amy的头饰、第一课时的词卡。教学过程：Step 1 Preparation.1.播放并齐唱课本44页Lets chant.2.出示词卡复习第一课时的短语。3.根据词卡练习-Whats the matter?-I have a fever.(板书)Step 2 Presentation.1. Lets try.师放录音，学生听录音，看图、标号。2. a.接上一

10、环节,若学生做的较好,师可做高兴的样子,并说:You do well in your English study. I feel very happy.可重点强调句子I feel very happy.T: How do you feel? 指导学生回答，并板书。b.领读此句当学生读完时，师可做生病的样子T:I feel sick.引出句子：I feel sick.并板书。 c.引导学生问：Whats the matter? T: My throat is sore. My nose hurts.师边说边做动作。板书本句并领读。3.领读板书：How do you feel? -I feel s

11、ick. -Whats the matter? -My throat is sore. My nose hurts.Step 3 Practice1.听音正音（回归对话）。（1）听录音回答问题。How does Amy feel?Whats the matter?（2）听录音跟读对话。（3）学生自由朗读，也可以小组内朗读。2.对话操练。根据师提供的单词卡片练习对话。-How do you feel?-I feel sick.-Whats the matter?-I have a cold.(替换)Step 4 Production创设情景运用对话。师可与学习程度好的同学做示范。师戴上卫生帽扮演

12、医生，学生扮演病人练习对话。然后小组内练习。Step 5 ProgressDo Exercise book.Step 6 Homework.在课下尽可能多的用本节课的句子交流。板书设计：Unit2 Whats the matter, Mike? A Lets talk -How do you feel? -I feel sick. -Whats the matter? -My throat is sore./My nose hurts./I have a cold.六下U2A3（阅读课）教学内容：A Lets readC Lets singGood to know 教学目标：1能够理解并会朗读

13、Lets read部分的短文，并回答课后问题。2会唱歌曲“The way I feel”。3了解Good to know部分内容。教学重、难点：1重点是理解并正确朗读短文。2难点是理解条件状语从句和时间状语从句，并简单回答。课前准备：1教师准备本课时所需的词卡。2教师准备录音机和录音带。3教师准备本单元的挂图。教学过程：Step 1 Preparation（1）播放Lets chant，师生一齐吟唱。（2）教师出示Lets learn的教学挂图，用“Whats the matter？询问”，复习短语并拼写出该短语，最后复习“have a fever”Step 2 Pre-reading（1）教

14、师接着说：If you have a fever ,you might have the flu.同时做打喷嚏，咳嗽，提示学生flu的意思。并问学生：If you have the flu, how do you feel? 让学生回答各种症状，如：I have a headache. I have a sore throat.(2) 教师说：If you have the flu, what do you do ?让学生自由发挥see the doctor, take some medicine, drink hot drinks, stay in bed 等。教师板书并教授（3）Do &

15、say (lets chant )If you have the flu. Dont worry Take some medicine ，take some medicine Drink hot drinks ，drink hot drinks Stay in bed for a few days Youll feel better soon.Step 3 In-reading( 1 )General reading:回答问题If you have the flu .Do you have a sore throat?If you have the flu. Does your nose hu

16、rt ?If you have the flu. Do you have a headache ?( 2 )Detailed reading(Read again and choose)If you have the flu ,how do you feel ？A. have a sore throatB. nose hurt C. have a headache(3) Read and writeHow do you feel if you have the flu ?What do you do feel if you have the flu ?（3）Listen to the tape

17、,先听后跟读（4）Read aloud .Step 4 Post-reading（1）看病开处方。一名学生扮演医生，另一名学生扮演病人，医生边询问病情边给开处方，增强学生的口头语言表达能力D: Good morning, S: Good morning, doctor.D: Whats your name?S: My name is D: Whats the matter?S: I feel sick.D: Do you have a headache?S: Yes.D: Do you have a fever? S: I dont know. I feel very cold.D: Do y

18、ou have a sore throat?S: Yes.D: Come to me and say “Aha”S: AhaD: You have a cold.S: Oh. What should I do then?D: Ill give you some medicine. Drink some water and stay at home for three days.处方：Name:Mike Age:12 Sex: FSymptom（症状）: Have a headache，Sore throat，Nose hurtDiagnosis（诊断）： have a bad coldAdvi

19、ce （建议） ：take some medicine and drink hot waterstay in bedStep 5 Progress(1)Good to know.学生看Zoom的四种表情，再请学生读句子，然后与Zip手举的四种颜色连线，并核对答案。（2）设计一篇短文让学生回答问题 根据短文内容判断正误，正确的写“T”,错误的写“F” A bad cold Im not feeling well today .I think I have a bad cold .I have a headache .I have a fever .My nose hurts. My throat

20、 is sore .I have to take some medicine and stay in bed .My parents will take me to the hospital .What a bad cold! I hope I can be better soon .And I want to go to school. 1. I have a toothache today.( ) 2. I have a sore throat.( ) 3. Im in hospital now.( ) 4. I dont want to go to school.( )Step 6 Ho

21、mework（1）仔细听录音（2）假设你的朋友患了流感，你会给你的朋友什么建议六下U2B1（词汇课）教学内容：B Lets learnPair workC Task time教学目标：1. 能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad2.能够听、说、认读单词bored3. 能够听、说、认读句子：How does Amy feel? Shes tired.” 并能进行关键词的替换操练。教学重点：使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ Shes中的关键词进行问答。教学难点：学生熟练掌握五个

22、四会单词。教学准备：单词卡片、录音机和磁带。教学过程：Step 1.Preparation学生朗读上节课Lets read部分的短文。教师提问：How do you feel if you have the flu? (尽可能的多找几个学生回答。)每人回答后教师转问：How does feel? 引导全班同学用He / She .重复答案。Step 2 Presentation1.单词导呈。（1）教师播放歌曲The Way I Feel，学生跟唱两遍。教师对学生掌握情况很满意，作出开心状，引出新授单词happy的教学。然后对学生说：You are happy. I am happy, too.

23、 Look at my face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人做表情，另一人画脸，再描述如：He/She is happy/sad.（2）教师呈现图1(一名运动员在跑道上边擦汗边跑步)：T: Is he happy?S: No, he isnt.T: Is he sad?S: No.T: How does he feel? (做出很累的肢体动作)播放单词录音，出示卡片：tired，学生模仿发音并说出意思

24、。呈现图2(一个小男孩在家看电视中的足球赛，这时中国队进了一个球，他高兴得跳了起来。)：How does he feel? 学生可能说：He is happy. 这时教师应进一步引导：Yes, he is very very happy. He is excited. 教师出示卡片，学生跟读单词excited。呈现图3(饭桌上，一只小猫正在吃刚刚做好的鱼，妈妈看见了，瞪着眼睛。)：Look at this, she isnt sad. How does she feel? Angry, very angry. 同时出示单词卡片并做出生气的表情，引导学生理解，学生模仿单词发音。呈现图4(放学后一

25、个小男孩看着桌上的一堆作业，又望着窗外踢球的小朋友，无可奈何的样子。)：He cant go out to play because he has much homework. He is bored, now. 呈现单词：bored并示范读音，提问：How does he feel? 引导学生回答：He is bored.2.听读正音（1）让学生静听录音，认真感觉单词发音。（2）教师播放Lets learn的录音，学生跟读单词。3.合作学习（1）请学生仔细看课本图片，以小组为单位互相读一读，教一教，检查一下。（2）教师提出问题：How does Amy feel? How does John

26、 feel? 同样以小组为单位进行，鼓励学生人人参与。活动之后，请几组学生回答，检测活动效果。Step 3 Practice. 1.玩游戏：What is missing? 方法：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。2.看口型猜单词。师生、生生练习。3.Pair work: 教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量记住图中的人物及其表情，然后两人一组一问一答，比一比谁猜的又快又对。一轮练习过后，教师或学生可以给书中的小朋友另取名字继续以小组为单位进行该活动。 4.Task time,引导学生

27、仔细看图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。Step 4.Production. 1.Look for your friends 方法：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。2.根据情景图,让学生想象可以用哪些单词来描述：如：出示春天的图画，花儿的笑脸（happy / excited ）； 囚禁在笼中的鸟 （bored / sad / an

28、gry ）；背着行囊走出火车站（tired / excited/sad）望着手中断了线的风筝飞远 (angry / sad / excited )等等。3.发散思维：画出不同形象的树木，在它们的叶子上填出单词：枝繁叶茂型 ( happy / excited ) 枯黄型 (angry / sad / bored ) 。 让学生们总结心情与健康的关系。Step 5 Progress. 1.将下列单词按项归类：A. bored B. have a cold C. broken legD. excited E. hurt F. sadG. tired H. feverI. angryJ. stomac

29、hache K. happy L. sore nose（1）病痛： （2）心情：2.将单词补充完整;t_ _ed an_r_ exc_t_ _ s_d ha_ _yHomework.1.让学生听说读写Letslearn的单词和短语。2.做基础训练或者配套练习相关题目.板书设计： 六下U2B2（对话课）教学内容：B lets try lets talkC lets checkLets start教学目标1.能够听、说、认、读句子:How are you, Liu Yun? You look so happy. I am going on a big trip. I failed the math test. I a