1、六年级上册 Unit 6 planting Trees 教案广东省人民出版社英语六年级上册单元教学设计Unit6 Planting Trees 单元总览一、 单元教学目标1. 语言知识目标:(1) 能听、说、读、写动词原形和规则变化的过去式:plant/ planted, watch/watched, wash/washed, cook/cooked, listen/listened, help/helped, paint/painted, call/called.(2) 能理解掌握并运用Did you ? 和What did you do ? 询问别人在过去的时间里有无做过某事或做了什么事。
2、(3) 能理解Story的内容,完成老师给出的问题。(4) 掌握动词过去式规则变化后ed的发音规律,能正确读出书上的六个例词:helped、cooked、walked、cleaned、closed、listened。2. 语言技能目标:(1) Listening:听懂过去式句型,理解课文大意,获取主要信息。(2) Speaking:能正确流利地使用本单元句型谈论过去的事情,能认读规则变化的动词过去式。能够正确读出动词过去式后“ed”的发音。(3) Reading:能正确朗读Story板块,读懂Reading and writing板块的阅读文章并养成按意群阅读的习惯。(4) Writing:能
3、运用本单元的词汇与句型,写出关于过去所发生事情的对话或短文。3. 学习策略目标: 通过自主学习、小组合作学习等方式,培养学生与人沟通合作的能力,从中学会合作学习的策略;通过整理和归纳动词过去式变化的规律,并能举一反三,体会学习的乐趣与收获。4. 情感态度目标:鼓励学生大胆开口说英语,让学生懂得要保护植物,保护我们的自然界,让我们的地球健康起来。5. 文化意识目标:了解美国和中国植树节的开始时间,以及发起人。二、 单元内容分析1. 本单元重点:(1) Vocabulary中动词原形和规则变化的过去式的学习。(2) “What did you do ? I ” 和“Did + 主语 + 动词原形
4、+?”及肯定和否定回答的句型的学习。(3) 规则变化的动词过去式后ed的发音。2. 本单元难点:(1)理解两篇英语阅读文章。(2)能运用过去式动词进行英文写作。3. 单元教学课时安排建议:5课时第一课时:Vocabulary, Target, Practice1& Practice2第二课时:Story & Activity第三课时:Reading and writing第四课时:Chant activities & Sounds nd words第五课时:More reading and writing第一课时一、 教学目标:1、能听、说、读、写8个动词的过去式:plantplanted,w
5、atchwatched,washwashed,cookcooked,listenlistened,helphelped, paintpainted,callcalled。2、了解动词过去式的一般变化规律及发音规律。3、能运用句型:What did you do ? 询问别人在过去的时间里做了些什么事;和一般疑问句:Did you?询问对方过去是否做了某事,并做相应回答。4、能根据录音正确完成书上Practice1的选择。二、教学重点、难点: 1. 重点:灵活运用句型:What did you do ? 询问别人过去的时间里做了些什么事,能用一般疑问句:Did you? 询问对方过去是否做了某事
6、,并做相应回答。2. 难点:动词过去式后ed的发音。三、教学准备:教材、课件、单词卡片四、教学过程:Step 1. Warm- upChant :Unit 5 “Where were you?”(设计意图:歌谣里出现本节课要学的新句型What did you do?)Step2. Lead- in & Presentation(1)T:Where were you yesterday? What did you do yesterday?(板书)(出示根据歌谣内容制成的动词过去式短语卡片,引导学生运用歌谣内容回答。)(设计意图:因为歌谣里出现本节课要学习的单词planted, painted,
7、 listened, cooked, 制成卡片引导学生回答,减轻学习的难度,引起学生学习的兴趣。)(2)板书并学习单词planted trees, painted a picture, listened to music, cooked some food, 引导学生总结一般动词过去式的构成及ed的发音规律。(设计意图:板书动词过去式短语是为了引导学生学会运用所学的单词。)(3)出示helped的单词卡片,T:Did you help your mom yesterday evening?引导学生进行肯定或否定回答,并学习helped。(4)对作出肯定回答的学生进行提问:What did yo
8、u do?出示cooked、washed的卡片,学生作出相应回答并学习washed。(5)对作出否定回答的学生进行提问:Did you watch TV at home?学习watched.(6)I didnt watch TV yesterday evening. I called my friend Amy . Did you call anyone?学生回答后板书并教学called。(7)小组活动:把Vocabulary里的单词加ed后按发音的不同归类:/t/, /d/, /id/,并按归类读一读单词。(教师随堂指导。)(8)组间展示:如何归类;齐读单词。(9)教师板书几个单词:used
9、, worked, danced, visited, cleaned, played, walked, loved, wanted, liked, 请学生读一读,看能否正确读出ed的发音。(设计意图:考查学生对ed发音的掌握和快速拼读单词的能力。)(10) T: Did you have classes yesterday? What about Ben and Lisa? Lets listen to the Target.(11)听一遍录音,T:What did Ben do yesterday? What did Lisa do yesterday?(设计意图:引导学生学会对不同人称的问
10、句进行回答。)(12)T: Many people usually have a happy weekend. Did you have a happy weekend? 请一位学生回答,并接着问: What did you do last Saturday? What did you do last Sunday? 学生分小组合作交流上周末两天的活动。Step3. Practice(1)完成practice1: T:You did a good job. Now, lets do some practice. 小组活动:读practice1的问题,并用图画内容进行口头问答。 听录音完成选择。
11、 教师读问句,学生根据所选的图画回答问题。(2)完成practice2: 教师与一位学生对话,示范填表。 组内调查填表。 展示:先请两个小组的分别让两位同学对话填表。 再请两个小组分别让一位代表汇报自己所调查的同学昨天的活动情况。Step4. Summary(1)让学生谈谈ed的发音规律。(2)一般过去时的一般疑问句和特殊疑问句及其回答。Step5. Homework(1)Copy the new words.(2)Read the Vocabulary and the Target for your friends.五、板书设计: Unit 6 Planting Trees-Did you
12、yesterday? -Yes,I did. ( No,I didnt.)-What did you do yesterday? /id/ /t/ /d/-I planted trees yesterday. cooked some food listened to music painted a picture. watched TV called a friend washed the dishes第二课时一、 教学目标1. 理解Story的内容。2. 会用Did you ? 和What did you do ? 询问别人在过去的时间里有无做过某事或做了什么事?3. 懂得要保护植物,保护我
13、们的自然界,让我们的地球健康起来。4. 能理解书上Activity图画的内容,并能根据图意正确地回答相应的问题。二、 教学重点、难点1. 重点:灵活、正确地运用本单元的句型对话。2. 难点:能根据Story正确地回答问题。三、 教学准备1. 教材2. 课件四、 教学过程Step 1 Warm- upT: I did some housework yesterday. My daughter is a helpful girl. She helped me do some housework, too. What did you do yesterday? (学生回答) 适时还用上:Did yo
14、u yesterday? 在学生回答的同时,板书相应的一些动词过去式。(设计意图:复习上一节的句型,并让学生从板书的动词的过去式而记住这种时态。)Step 2 Lead- in & Presentation(1)PPT 出示人们在植树节植树的图,T:It was March 12th last year. It was the Tree Planting Day. 教学:Tree Planting Day. T:What did the people do on that day? (学生回答) T: Planting trees can make our country green and
15、beautiful. Did you plant trees yesterday? Now, in Jennys room, Gogo and Jenny are talking about the Tree Planting Day. Did Jenny plant trees on Tree Planting Day? 引导学生看Story的视频。 (设计意图:自然地引入本节Story的话题,让学生的思想进入本节故事的学习。)(2)带着刚才的问题看Story的视频,然后回答。(3)小组里学习,理解Story,完成问答题: Did Jenny have classes yesterday?
16、What did Jenny do yeaterday? Did Jenny plant trees last year? Did Jenny plant trees the year before last year? What does Jenny usually do on the Tree Planting Day?(设计意图:学生通过小组交流学习,可以利用学生间的帮教更加具体地指导到每个学生对故事的理解。)(4)PPT出示以上问题,让学生回答。并要求说出答案的依据是哪幅图的对话。当学生说出答案的依据时,教师要求全班分角色读该图的对话。并引导学生注意问题的一些关键词,来确定答句的动词的
17、形式。PPT圈出问句的重点词,和答句的动词。 (设计意图:利用找依据、读句子、找关键词来突破难点,教会学生理解文章及回答问题的方法。)(5)小组表演对话。先在小组里安排角色、排练;再派代表在班上展示,看哪个组英语表达更流利、表演得更加生动。 (设计意图:通过小组合作,增强学生的集体主义精神、合作精神。)(6)Retell the Story: (填空的形式)Jenny _ have classes yesterday. Because it was _ _ Day. Jenny _ some trees yesterday. Last year, she _ some _. The year
18、before last year, she _ some _, too. And before that, she did the same things. So Jenny usually _ _ on the Tree Planting Day. She is a good girl. Planting trees can make our country green and beautiful. (设计意图:以陈述的方式复述一遍故事,可以让学生对本节所学的故事内容再次巩固,以及学会用第三人称来转述第一人称的话。)(7)全班分角色读一遍对话。(8)Can you talk about yo
19、ur last week with your partner? 小组里编对话,要求用上What did you do ? 和Did you ?(设计意图:本节是Story,以对话的形式输入,所以学习后,以对话的形式输出。)Step 3 Practice 完成书上Activity.(1)T: Last Saturday, Mr. Greens family, Ben, Lisa and Gogo had a Tree Planting Camp. They were very busy. What did they do?(2)小组学习,对照预习的答案。(3)班上交流答案。Step 4 Exte
20、nsionPPT: Planting trees can make our country green and beautiful. So we should plant more trees.以及一些绿色生态环境的美景。 (设计意图:对学生进行思想教育:要保护环境,多植树造林。)Step 5 SummaryPPT: March 12th is the _ in China. We can _ on that day.Step 6 HomeworkRead the Story with your partner. 五、 板书设计 yesterday last year the year bef
21、ore last year What did you do ?Jenny planted trees planted trees planted trees Did you ? usually plants trees第三课时一、 教学目标1. 理解Reading and wring文章的内容。2. 了解海南岛的优美风景,明白要保护环境,让我们的生活环境清洁、美丽。3. 能根据文章内容完成71页的第2部分的问答题。4. 能根据71页第3部分图画的内容,正确地写出过去时态的句子。二、 教学重点、难点1. 重点:完成书上71页的练习。2. 难点:理解文章的内容。三、 教学准备1. 教材2. 课件四
22、、 教学过程Step 1 Before reading(1)播放海南岛三亚的美丽风景图片的PPT. T:Do you know where is this? The beautiful beach is in Sanya in Hainan Province. 教学单词Province.(We are in Guangdong Province now.) Is Sanya beautiful? There is a reporter near the beach in Sanya now. He is talking with some people. Lets read. What are
23、 they talking about?(2)让学生带着问题听录音读对话,然后回答:What are they talking about?(可以多种答案) (设计意图:以三亚的美景引导学生喜欢三亚,从而对后面的学习埋下伏笔。)Step 2 While reading(1)小组学习:把对话读通顺,会理解对话内容,回答以下问题: Where was the reporter? What did the people do at the beach last night? What Festival was yesterday? What did the people do at the beac
24、h this morning? Did cleaning up the trash take too long? Why? Hainan is a beautiful place. What should we do?(2)请四位学生分角色读对话。(3)完成刚才的6个问题的回答。以PPT展示答案,并要求学生说出依据,PPT用红线在文章中划出来。 (设计意图:PPT在对话中划出回答问题的依据,可以直观地教会学生从文中找出回答问题的句子的学习方法。)(4)小组读对话。先组内读,再班上展示分角色读。(5)Retell the dialogue:(填空) A reporter is near the
25、_ in Sanya in _ Province. He is talking with some young people. After the talking, he knows: Yeaterday _ Mid Autum Festival. Lots of people were at the beach. They _ the moon and _ mooncakes. This morning, the young people _ a lot of _ on the beach. So they _ _ _. Lots of people _ . So it _ take too
26、 long. We know Hainan is a beautiful place. We should keep it _ and _. (设计意图:通过小组学习、展示,以及复述对话,使学生充分地理解对话。)Step 3 After reading(1)完成书上第3部分的看图写句子练习。T: The people in Sanya watched the moon yesterday. What about the these people? What did they do yesterday? 请学生展示预习答案。(2)小组活动:一位同学当小记者,调查本组同学昨天做了些什么,编成对话。
27、(提示:可以多聊一些与所做的事情相关的问题。) 先小组内交流,再在班上展示。(设计意图:让学生学着本节的记者对受访者进行提问,最后还可以表达自己的看法、期望。)Step 4 Extension(1)Protect the environment, make our living environment more beautiful. 保护环境,让我们的生活环境更加美丽。(2)Do more meaningful things, enrich our life. 多做有意义的事情, 充实我们的生活。Step 5 HomeworkRead the dialogue with your friend
28、s.五、 板书设计Reporter near the beach in Sanya in Hainan ProvincePeople (yesterday) watched TV, ate mooncakesYoung people: Wang Ying, Li Fang, Chen Lijuan this morning cleaned up the trash第四课时一、教学目标:1、能有节奏地唱出Chant: What did you do yesterday?2、会根据图画填充歌词。3、了解动词过去式后ed的发音规律,并能熟练读出例词。4、能完成73页第2部分的练习,并流利地读出这段话
29、。5、能用英语描述过去发生的事情。二、教学重点、难点:(一)重点:1、Chant,掌握ed在动词后的发音规律。2、能用英语描述过去发生的事情。(二)难点:1、掌握ed在动词后的发音规律。2、能用英语描述过去发生的事情。三、教学准备:教材、教学光盘四、教学过程:Step1. Review & Lead- inFree talk:T: Did he plant a tree yesterday? Did you clean a window? What did you do yesterday? (设计意图:通过问答引出动词过去式词语。)Step2. Presentation(1) 学生听一遍Ch
30、ant第一部分录音,然后跟着录音chant。(2) 听录音填写第二部分歌谣的歌词。(3) 听录音核对答案后跟录音chant。(4) T:I was busy today. I walked home after school. I helped my mom do some housework. I cooked some food. I cleaned the windows. After that,I listened to music. My mother closed the door for me. I was tired but happy today.(设计意图:把要学的单词放到句子中,教学生学会运用。)(5) PPT出示短文,学生快速找出Sounds and words部分的单词。(6) 小组活动:小组内根据已经学过的ed的发音规律,拼读本节课的单词。(设计意图:通过自主学习、小组合作学习等方式,培养学生与人沟通合作的能力,从中学会合作学习的策略。)(7) 集体读短文,大声读出书上六个单词。(设计意图:把要学的单词放在短文中,引导学生学会运用。)(8) 学生举例,我们学过的有相同发音的单词。(9) PPT出示没有学过的词语,用phonics方法读出老师给出的其他单词。(
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