2019六年级下英语教学设计Unit8Intheemergencyroom北师大版语文

北师大版六年级英语下册教案Unit8 In the emergency room第三课时Teaching Aims:1. The students can read the story.2. The students like to learn English.3. The students can be writing and listening.Teaching Emphasis:1. How to understand the text and do some exercise.Teaching Difficulty1. How to read the text and do exercise.2. How to use the structure.Teaching process:Step1:Review the story.T: Point to each picture, elicit the story from the children.S: Follow the teacher and retell the story.Step2:Read and writeT: Have the students read the text and ignore any words they don’t understand. S: Try to read the text by themselves.T: Ask some questions:Do you know what to do if you cut your finger?Do you know what to do if your leg is hurt badly?S: Try to answer these questions.T: Have the children try to complete the match task by themselves.S: Try to match.T: Ask students to check in pairs.S: Check them in pairs.Step3:Listen and match.T: Have the children look at the pictures and understand how to do it.S: Look at the pictures.T: Play the tape and have the children match the pictures.S: Try to do it.T: Play the tape again and have the children check the answer.S: Listen again and check the answer.T: Play the tape again and have the children try to repeat.S: Listen to the tape and repeat.Step4:Read and complete.T: Have the children look at the examples and try to understand how to do this exercise.S: Look at the examples.T: Have the children choose the right words.S: Try to do it.T: Have the children check the answer in pairs.S: Check the answer with their partner.Step5:Complete the questions.T: Have the children try to complete the questions.S: Try to do it.HomeworkCopy these sentences课后反思：学生能够根据老师的解释理解题目要求，并能够按照要求阐述自己的观点。

北师大版六年级英语下册教案Unit8 In the emergency room第二课时Teaching Aims:1. The students can understand the phrases and use them.2. The students like to learn English.3. The students can be writing.Teaching Emphasis:How can remember the phrases and use them.Teaching Difficulty1. How to use the structure and answer it.2. Emphasis new s.Teaching process:Step1:Review:Review the story and have the children try to retell the story.T: Have the children look at the pictures and try to retell the story.S: Look at the pictures and try to do it.Step2:Learn the new s.T: Model the and have the children repeat. Use the same procedure with the other s in the picture.S: Read the s after the teacher.T: Let student read the s again.S: read the s.T: Let students listen to the tape and point the new sS: listen and point. Repeat after the tape.Step3:Talk togetherT: Ask a question “I can go to the party, can’t I?” Have the children try to answer the question.S: Try to answer the question.T: Have the children try to make the dialog in pairs.S: Do the pair work.T: Have some students read it.Step4:Did you know?T: Explain some s to the children and have them try to read it.S: Try to read it and try to understand it.Step5:Listen to this.T: Have the children look at the pictures at the bottom of the page. Explain that each of the picturesS: Look at the picture.T: Play the tape and have the children check true or false.S: Listen to the tape and check.T: Play the tape again. Have the children repeat after the tape.S: listen and repeat.Step6:s your knowT: Have the children open the books at page 17 and look at the picture on top of the page.S: Open the books look at the picture.T: Ask some questions and have the children try to answer them.S: Try to answer the questions.T: Have the children take out the pencils and write the s.S: Try to write the s by themselves.Step7Match the questions and answer.T: Have the children try to read and do exercise.S: Read it and try to answer the questions.T: Explain some sentences and check the answers.S: Check the answer.Step6:Homework: Copy the new phrases four times.课后反思：学生基本掌握了翻译疑问句的基本句式，但不能够灵活运用老师给的规则。

Unit 8 In the Emergency RoomLesson2教学设计教学目标1.让学生能够用描述性的语言复述本单元的主题课文。

能够在理解的基础上以小组的形式表演全部或部分故事内容。

2.熟练掌握Talk together 中的重点句型,掌握本课中出现的附加疑问句的用法，提高表达能力。

Words you know 中的关于身体部位的话题词汇做到听、说、读、写。

3.在write the missing word中通过让学生找出感官动词，进而推测填写完成填空。

在Match the questions and the answers 中通过学和感问题，然后找出答案，重点培养学生理解的能力。

4.听力练习中要注重听力策略的培养。

指导学生认真观察图片，进而进行标序号的练习。

教学重点1.能够掌握本单元的句型I Can go to the party, can’t I ? yes, but you will come back early ,won’t you ?2.根据重点单词的提示学生能够复述本单元的主题课文内容。

教学难点反意疑问句型的运用。

关于身体部位新扩充的单词及以前学习的单词的记忆。

教学用具录音机，课件、单词卡片。

教学准备Step 1 Warming-upStep 2 Preview复习故事。

向同学们复述上节课学过的故事。

问学生关于故事的问题，让学生自己复述故事。

Q1: What’s the matter with Matt?Q2: Can he go home soon? What will Matt use so that he can walk?Listen to the tape, then fill in the blanks.Matt is ____the _______room at Redrock Bay General hospital .The doctor ______Matt’s ankle . Then she ____Matt an ____. Now the doctor is ______at the cut on Matt’s _____. There is also a cut ____his head. The doctor has ____check his eyesight.Matt ____X- rays of his _____. His father is very _____.The doctor says Matt’s ankle is _____. But his knees and elbows are OK. Now it’s time ____Matt’s medici ne. Will Matt ____this medicine? Can he _____home soon?答案：in emergency checks gives injection looking chin on to has bones worried broken for take goStep 3 Presentation指着图片并且读。

先锋英语6B Unit8 In the Eergen R教案单元主题：Unit8IntheEergenR单元内容概述本单元是先锋英语六年级6B的第二单元，本单元以继续上一单元的故事，以att在竞赛中受伤，送往医院后在急救室同意医生检查、医治的故事为背景，呈现了“附加疑问句”表达求证信息这一语言现象，同时整理、扩充有关躯体部位的辞汇，和feel,sell,taste等感官动词的用法。

单元教学目标知识与技术目标：一、知识目标：语音：了解,g和字母组合ge在单词中的发音。

辞汇：能够明白得并在情景中运用单词feel,pain,dizz,inetin, eergen,taste,sell等核心的辞汇。

能够明白得并运用表示躯体部位的辞汇：hin,elb,anle,rist,nee句型：请求许能够及相应的回答：anIgutaftershl?es,uan\N,uan’t核实或求证信息：ulieuie,dn’tu?es,Id\N,Idn’t语法：能正确运用由an引导的表示征询许可的问句，并能做出确信或否定的回答；能正确利用反意疑问句求证信息，并能做出相应的回答。

二、能力目标：通过本单元的学习，学生能够明白得一样此刻时、此刻进行时、一样以后时几种时态所描述的学校与日常生活中的情形。

学生能了解运用适当的句型表达询问或请求，并能做出相应的同意或拒绝的回答。

通过本单元文的学习，学生能了解反义疑问句的大体用法。

进程与方式：通过仿照、操练、应用、演出等活动，引导学生成心识的将新旧知识结合，踊跃运用语言进行表达和交流。

情感态度、学习策略、文化意识目标：引导学生要有平安意识，在病痛眼前要乐观、勇敢的面对，并踊跃配合医生医治。

尊重生命安满是生活中的首要原那么。

通过本单元的学习，了解一些大体的急救知识。

教学重点让学生明白得附加疑问句的功能、在交流中表达的意义，并能正确的运用。

能过通过阅读明白得本单元的主题故事。

教学难点让学生明白得附加疑问句的功能、在交流中表达的意义，并能正确的运用。

Unit 8 In the emergency room教学设计教学目标教学目标：知识与技能目标：1. 学生能够读懂故事，并尝试对故事进行复述。

2. 学生能够在老师的帮助下，与同伴一起表演故事。

3. 学生能够认读相关的词汇，如injection、medicine、crutches、X-ray等。

过程与方法目标：1. 学生能够通过看视频、师生对话、回答问题、情感体验、小组表演、同伴合作等活动，学习故事，运用语言。

并在此过程中启发思维，训练观察能力、合作能力、交流能力和自主学习的能力。

情感态度与价值观目标：1. 学生能够初步掌握drama表演的要素，并在表演中激发学习英语的兴趣。

2. 学生能够知道与到医院急诊室就医的相关常识，并了解世界各地不同的急救方式。

学情分析学生情况分析：本课时授课对象为六年级学生，通过将近六年的系统英语学习，具备了一定的口语表达和阅读理解能力。

大部分学生乐于学习英语，他们喜欢与老师和同学友好相处，并喜欢交流英语学习体会。

但仍有少部分学生不善于用英语与人交流，对英语学习兴趣较低，因此，教师需要充分利用有限的课堂教学时间，激发学生的学习兴趣，创设情境，寻找更多练习的机会，让学生体验学习语言和交流表达的乐趣，促进他们语言表达能力的提升重点难点教学重点：理解故事大意，感知相关的词汇和句型。

教学难点：学生能够通过drama表演的三大元素，在理解故事大意的基础上，在具体情境中能够结合原有知识经验，运用所学语言进行表演与交流。

教学过程【导入】Warming up1. A special way to greet 活跃气氛，调动学习积极性教师: Children, let’s start at the very beginning. A very good place to start. 教师提问：When you read you begin with? 学生回答：A, B,C.When you sing you begin with? 1, 2, 3When we learn English we begin with? Drama show.What are the elements of drama？Language, emotion, body language【设计意图：】课堂伊始，教师运用电影《音乐之声》中的经典台词，通过改编，创设了独特的课堂问候形式.学生在回答问题时，融入了丰富的肢体语言和面部表情，不仅活跃了课堂气氛，也充分调动学生的学习积极性，让学生以最快的速度进入到学习的情境中。

北师大版六年级英语下册教案Unit8 In the emergency room第六课时Teaching Aims:1. The students can do some exercise by themselves.2. The students like to learn English.Teaching Emphasis:1. Review this unit and do some exercise.2. Evaluate their learning.Teaching DifficultyHow to do this exercise.Teaching process:Step1Review the story, words and grammar.T: Have the children try to retell the story.S: Try to retell it.T: Dictation. Have the children try to write these words in the dictionary book.S: Listen and write these words.T: Review the grammar and have the children do some exercise.S: Try to do these exercises.Step2:Do some exercise.T: Play the tape and have the children try to complete the blanks.S: Listen and try to do them.T: Play the tape again and have the children check the answer.S: Listen again and check the answer.T: Have some students speak out their answers and have the children correct the answer.T: Have the children do exercise3 by themselves.S: Try to do it.T: Check the answer.T: Have the children try to write a paragraph.S: Try to write.T: Give an example.Step3:Evaluate your learningTell students that this is the end of the unit and they need to reflect on their learning. Have them look at the reflection from on the page and read the items one by one. Have the students think about how well they did in these areas. They must choose honestly and objectively in order to find out where their potential progress lies.The following questions will help the students to decide how well they did in each area.For reading:Can they read and understand the story in this unit?Can they read and understand the two articles in this unit?Can they finish the exercises in the two reading above?For speaking:Can they talk about Matt’s experience in the hospital?Can they talk about what happened to them in an accident once they had?For listening:Can they understand the two listening materials in this unit?Can they finish the listening tasks successfully?Can they understand the story when listening to the tape?For writing:Can they write about the sports they like?For vocabulary；Can they use the core words in this unit?Can they understand the contextual words in this unit?For grammar?Can they ask for and give permission correctly?For pronunciation:Can they read the sentences on top of page 22 correctly?Homework:Review this unit.课后反思：大部分学生已经掌握的较好了这一单元的知识，但还有小部分学生没有掌握本单元所学的重点知识。

先锋英语6BUnit8IntheEmergencyRoom教案单元主题：unit 8 in the emergency room单元内容概述本单元是先锋英语六年级6b的第二单元，本单元以继续上一单元的故事，以matt在比赛中受伤，送往医院后在急救室接受医生检查、治疗的故事为背景，呈现了“附加疑问句”表达求证信息这一语言现象，同时整理、扩充有关身体部位的词汇，以及feel, smell, taste等感官动词的用法。

单元教学目标知识与技能目标：1、知识目标：语音：了解j,g和字母组合ge在单词中的发音。

词汇：能够理解并在情景中运用单词feel, pain, dizzy, injection, emergency, taste, smell等核心的词汇。

能够理解并运用表示身体部位的词汇：chin, elbow, ankle, wrist, knee句型：请求许可以及相应的回答：can i go out after school? yes, you can. \ no, you can’t.核实或求证信息：you like juice, don’t you? yes, i do.\ no, i don’t.语法：能正确运用由 can引导的表示征询许可的问句，并能做出肯定或否定的回答；能正确使用反意疑问句求证信息，并能做出相应的回答。

2、能力目标：通过本单元的学习，学生能够理解一般现在时、现在进行时、一般将来时几种时态所描述的学校与日常生活中的事情。

学生能了解运用恰当的句型表达询问或请求，并能做出相应的同意或拒绝的回答。

通过本单元课文的学习，学生能了解反义疑问句的基本用法。

过程与方法：通过模仿、操练、应用、表演等活动，引导学生有意识的将新旧知识结合，积极运用语言进行表达和交流。

情感态度、学习策略、文化意识目标：引导学生要有安全意识，在病痛面前要乐观、勇敢的面对，并积极配合医生治疗。

尊重生命安全是生活中的首要原则。

In the emergency room 新课标体现：本单元主要是要求学生能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。

学生能了解运用恰当的句型表达询问或请求，并能作出相应的同意或拒的回答。

通过对本单元的学习，学生能了解反义疑问句的基本用法。

引导学生要有安全意识，在病痛面前要乐观，勇敢的面对，并积极配合医生治疗。

尊重生命安全是生活中的首要原则。

通过本单元的学习，了解一些基本的急救常识。

Teaching Aims:知识技能：1、 Listening:能够理解本单元的故事。

2、 Speaking:能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。

3、 Reading:能正确、流利的朗读课文和一些辅音的读法。

4、 Writing:能正确、规范地拼写本单元要求掌握的生词和短语；能听写本单元功能句，并做出应答。

过程方法：1、利用现有的教设备资源，使学生可以更加直观的对所要学习的内容有整体了解，并且可以培养学生良好的发音习惯，为以后的学习打下基础。

2、在教授对话的同时，把单词或重点句型出示给学生，这样可以使学生更方便于学习，掌握，和运用。

3、在教学时多采取同学之间互相帮助的功能，可以加深同学之间的感情，还可以帮助班主任更好的完成思想道德教育工作。

Teaching Emphasis:1．能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。

2．对故事以及对话的理解和如何阅读。

3．对一些单词的理解和记忆。

Teaching Difficulty:1．能够综合运用一般现在时，现在进行时，一般将来时几种时态来描述学校日常生活中的事情，并能与同学，老师进行交流。

2．学生能了解运用恰当的句型表达询问或请求，并能作出相应的同意或拒的回答。

3．一些单词的记忆。