牛津译林版六年级下Unit2 Period 3教案

英语ⅰ译林牛津版unit2period8~9精品教案整体设计教材分析Thepurposeofthisteachingperiodistotrainthestudents’listeningability,speakingabilityandwritingability,aswellasreadingability.What’smore,studentscanalsolearnthepracticalabilitytoknowhowtopresentadialogue.Thisse ctionconsistsofaseriesofactivities,whichprovidestudentswithopportunitiestopract icetheirlanguageskillsoflistening,reading,speakingandwriting.Itismadeupofthreek indsofskillbuilding,includingunderstandingtonesinspokenEnglish,readingforthegis tandwritingadialogue.Besides,thereisalsoaskillbuildingactivityineachstep.Throug hthethreesteps,studentswilllearntosolveapracticalproblemintheirdailylife,thatis ,howtopresentadialogueproperly.Teacherscanalsodividethetaskintothreepartsforthreeteachingperiodsaccordingt othestudents’ability.Inthefirstperiod,teacherscanfocusonlisteningskilltotrainthestudentshowt ounderstandtonesinspokenEnglish.Inthesecondperiod,theteachingimportantpointisto trainthestudents’readingabilitytoenablethestudentstohowtounderstandthegistorthemainpointbyfastre ading.Inthethirdteachingperiod,teachersareadvisedtoputanemphasisontrainingwriti ngability.Letthestudentsknowhowtowriteadialogueandwhattheyshouldpayattentiontow hilepresentingadialogue.Theteachingimportantanddifficultpointistohelpthestudent slearnhowtowriteadialogueproperly.Ifthestudentshaveahighlevel,teachersareadvise dtospendoneteachingperiodfinishingthetask.Ifnecessary,teacherscanpreparemorelis teningmaterialstoreachthegoaltoimprovestudents’listeningability.Astospeakingandreadingabilities,theteacherhadbetterencourageal lthestudentstotakepartinclass-activities.Whilepreparingtopicsorsituations,tryto choosetheonesthatstudentsareinterestedinandensureeverystudenttohaveachancetospe akanddiscuss.三维目标Tohelpthestudentstolearnaboutsomethingonhowtopresentadialogueproperly.ToenablethestudentstolearnhowtonesareusedinspokenEnglishtoexpressdifferentf eelings.Tohelpthestudentstolearnhowtoreadforgistorthemainpoints.Toenablethestudentstowriteandpresentadialogue.Tohelpthethestudentslearnhowtounderstandthefeelingsofspeakersandhowtopresen tadialogue.重点难点1.Tohelpstudentslearnhowtojudgethespeakers’feelingsfromtheirfalling,risingandflattones.2.Toletstudentslearnhowtoreadforgistormainpoints.3.Tohelpstudentstellthespeakers’feelingtoimprovetheirlisteningability.4.Tohelpstudentsmasterthereadingability—readingforgist.5.Tomakestudentsknowabouthowtopresentadialogueproperly.教学方法1.Listeningtotapeandansweringsomequestions.2.Discussioninpairsoringroups.3.Task-basedin-classactivities.4.Explanationofsomelanguagepoints.教具预备Ataperecorderandthemultimedia.课前预备1.Askstudentstoconsiderthefollowingthreequestions:WhatpartdotonesplayinspokenEnglish?Whyisbeingabletounderstandthegistorthemainpointconsideredtobethemostimporta ntpartofreading?Whatpointsshouldbekeptinmindwhenwewriteadialogue?2.Ifpossible,teacherscanpreparesomewonderfuldialoguesinsomefilmsandletthest udentslistentothemandtellthespeakers’feelingsaccordingtotheirdifferenttones.3.Beforeclass,askthestudentstogooverhowtousearelativepronounproperly.教学过程→Step1GreetingWhilegreeting,teacherscanintendtousesomeexpressionswithattributiveclauses.T eacherscanalsoencouragestudentstoanswersomeeverydayEnglishwithattributiveclause s.→Step2RevisionCheckthehomeworkandreviewtheusageofrelativeadverbs.Theimportantteachingaimo flastteachingperiodistoknowhowtousearelativeadverbproperly.Letstudentsrecallthe definitionofarelativeclause.TherelativeadverbsofEnglishare:when,where,why.Teach ersshouldoffersomepracticetostudentstogooverinwhatconditionwhen,whereandwhyareu sedtointroduceattributiveclausesandwhen,whereandwhycanbereplacedbyapreposition+ whichinformalEnglish.Afterthat,askstudentstofinishthefollowingexercises.1.Fillintheblankswithproperprepositiontocompletethesentences.1)Heistheman_____________youshouldgiveyourthanks.2)Thefarm_____________whichweworkedtenyearsagoisn’twhatitusedtobe.3)Thisisthetree_____________whichweusedtoplaygames.4)Thehunter,_____________whomatigerwasshot,hasbeenpunished.5)WuDong,_____________whomIwenttotheconcert,enjoyeditverymuch.6)Thepen_____________whichheiswritingnowwasbroughtyesterday.7)Thegas_____________whichwecannotliveiscalledoxygen.8)Thelittlecreature_____________whichscientistsareinterestedisknownasET.pletethefollowingsentencesusingwhich,why,whereorwhen.1)Hangzhouistheplace_____________Iwentformyholidaylastsummer.2)Hereadthebook_____________hissisterhadtoldhimabout.3)Thereason_____________Peterissohappyisthathepassedtheexam.4)Iremembertheday_____________myfatherdied.Iwasonlytenyearsoldatthattime.5)Pleasegivemethereason_____________youwerelatethistime.6)Iwillgobacktotheplace_____________Igrewupandlivethereforever.3.Rewritethefollowingsentencesusingwhere,which,when,orwhy.1)TheschoolyearstartsonthefirstdayofSeptember.ThefirstdayofSeptember______________________.2)Mybrotherstoppedsmokingbecauseitisbadforhishealth.Thereason______________________.3)WewenttoShanghaionourschooltrip.Thecity______________________.4)ImostlikethelatenightshowonTV.TheTVprogram______________________.5)Myfatherworksinafactorythatmakestelephones.Thefactory______________________.6)Shedidherhomeworkinthisroom.Thisis______________________.Suggestedanswers:1.1)to2)on3)under4)by5)with6)with7)without8)in2.1)where2)which3)why4)when5)why6)where3.1)TheschoolyearstartsonthefirstdayofSeptember.ThefirstdayofSeptemberisthedaywhentheschoolyearstarts.2)Mybrotherstoppedsmokingbecauseitisbadforhishealth.Thereasonwhymybrotherstoppedsmokingisbadforhishealth.3)WewenttoShanghaionourschooltrip.ThecitywherewewenttoonourschooltripwasShanghai.4)ImostlikethelatenightshowonTV.TheTVprogramwhichImostlikeisthelatenightshow.5)Myfatherworksinafactorythatmakestelephones.Thefactorywheremyfatherworksmakestelephones.6)Shedidherhomeworkinthisroom.Thisistheroomwhereshedidherhomework.→Step3Listeningtoaradiophone-inprogramActivity1Lead-inBrainstorming:Askstudentsthefollowingquestion:Howcanweknowthespeaker’sfeelingandrealmeaningbylistening?ThentellSsthattonescantellhowaspeakerisfeelingjustaswordscantellusthemoodof awriter.Makesurethattheyunderstanditisimportanttopaycloseattentiontowhatheorshe issayingtoselecttheinformationyouwantaccordingtothesentencesindifferenttonesand decidewhichemotionalmeaningeachtoneshows.Activity2UnderstandingtonesinspokenEnglishFirst,introducetheuseoftonesinspokenEnglishtostudents.Enablethestudentstoun derstanddifferenttonestoexpressdifferentfeeling.Say“standup”tooneofthestudentsusingdifferenttonesandletothersguesswhatfeelingstheteacherist ryingtoexpress.Standup.(usingflattone)Standup.(usingfallingtone)Standup.(usingrisingtone)Teachersletthestudentsguesswhatfeelingheorsheisexpressingwitheachsentence.S:Thefirstoneshowsthatyousimplyaskhimtostandupwithoutanyspecialfeeling.Thes econdoneshowsthatyouareangrywithhimandheorshemaybedoingsomethingthathasnothingt odowithclass.Thethirdoneshowsthatyouareverykindandpolitelyaskhimorhertostandup.Afterhearingwhatthestudentssay,teacherscandrawaconclusionthatdifferenttones areusedtoexpressdifferentfeelings.Generallyspeaking,therearethreetypesoftones:t hefalling,risingandflattones.Second,askSstoreadtheguidelinesinSkillsbuilding1onpage32beforelisteningtoth efiveversionsofthesamesentenceindifferenttones.Theywillseethattherearefourmainp ointstodeterminehowthespeakerisfeeling.Writedownthefourpointsontheblackboard: thevolumeofthelanguagetherisingoffallingtone(liketonesusedin Putonghua)stressoncertainwords.thepausesinthesentencesThenaskthestudents“whatfeelingsdothesestandfor?”Answers:Generallyspeaking,thefallingtone—angryordispleasedthepause&therisingtone—politetherisingtone—questioningstressed&afallingtone—angryaflattone—expressingafactThird,haveSslistentheexamplesentenceinfivedifferenttonesonebyone.Aftertheyl istentooneofthem,askthemtotellwhattheythinkaboutthespeaker’semotion.Isshehappy,orangry?Issheinhighspiritsorinlowspirits?Thenletthemreadthe explanationforeachsentence.Fourth,haveSsreadthesentence“Hewillcomeheretomorrow”indifferentemotions.Askthem:Ifsomeoneishappyabouthiscoming,howwillhesayit?Ifsomeonedoesn’twanthimtocome,howwillhesayit?Ifsomeoneisexcitedabouthiscoming,howwillhesayit?Ifsomeoneisfrustratedorquestioning,howwillhesayit?Fifth,letSslistentothetapeandfinishPartAonpage32.Writethemostcorrectemotion almeaningineachblank.Beforeplaythetape,checkwhetherstudentsknowthemeaningsofthelasttwowords “frustrated”and “questioning”.Explainthemeaningstothemorallyorwritethedefinitionsontheblackbo ard.Frustrated:feelingannoyed,upset,andimpatient,becauseyoucannotcontrolorchang easituation,orachievesomething.Questioning:aquestioninglookorexpressionshowsthatyouhavedoubtsaboutsomethin gorneedsomeinformation.Thenplaythetapeandintheendchecktheanswerswiththewholeclass.Answers:1)questioning2)frustrated3)excited4)sadSixth,askSstolistentothetapeandfinishPartB.Thenletthemlistentothefivesenten cesagainandaskthemtotellwhichwordisemphasizedandwhattonesareusedfordifferentemo tions.Answer:Hetoldmethetesthadbeenputoff.(Sheneitherlikesnortrustshim.Shemaywishsomeoneelsehadbeentheonetotellher.) Seventhpractice用恰当的语调朗读以下句子,体会它们所表达的情感意义。

Unit 2 Good habits第二课时一、教学内容：Unit 2 Good habits-Grammar time & Fun time二、教学目标：1.能够在句子中正确应用程度副词修饰动词。

2.能够应用本课所学的句型“Do you...?”“Yes, I do./No, I don’t.”进行问答。

3.培养学生养成良好的学习习惯和生活习惯。

三、教学重点：1.能够在句子中正确应用程度副词修饰动词。

2.能够应用本课所学的句型“Do you ...?”“Yes, I do./N o, I don’t.”进行问答。

四、教学难点：1.能够在句子中正确应用程度副词修饰动词。

2.能够应用本课所学的句型“Do you ...?”“Yes, I do./No, I don’t.”进行问答。

五、教学过程：Step 1 Free talkT: Do you get up early in the morning?S: ...T: That’s a good/bad habit!T: I have some habits too, can you ask me? (出示动作图片)S: Do you have your meals in the morning?T: Yes, I do. I always...S: Do you read books?T: Yes, I do. I usually...S: Do you clean the room?T: Yes, I do. I sometimes...T: I have some good habits but I have bad habits too. Look at my panda eyes, I always go to bed late at night, it is a bad habit, you should go to bed early.Step 2 PresentationT: As a good student, we should have good habits, let’s make a good habit proposal step by step.1. Step 1 How to ask others.T: You know my habits, how about you? let’s play a game. Who want s to be my partner?Fun time----(1) T: Pick one...(2) S: Pick one...(3) Pair workT: Now, it’s your turn, pick one picture from the envelope and practice in pairs!Magic box----T: Good job, boys and girls, you can ask others about their habits. Let’s have a rest.2. Step 2 How to make.First, Pick 4 different color papers from the box.Second, discuss in groups and make them into a sentence, then stick it to the long paper.Third, read in group and show us in your own way.评价：I t’s interesting/funny...Here are some sentences for you, can you read them?Look, these words are subjects/adverbs of frequency/verbs/adverbial modifiers. Do you understand?Step 3 Consolidation1. Step 3 Do a surveyT: Great, l et’s mo ve to step 3 do a survey. First, let’s make a survey form.Here is an example, fill one word into the blank and make it a good habit.S: Early.T: Can you read it?S: Go to bed early at night.T: Here is another form, can you fill this line with your group member? Let’s check together. The first one is early, please read it.The first one is well, please read it.The first one is early, please read it.They are all good habits. Now, let’s do a survey.Do you go to school early in the morning? (随机问一名学生)S: Yes, I do. (将该学生姓名填入表格)Do a survey in your groups with this form.提示句型：Do you...? Yes, I do./No, I don’t.T: Ok, times up, I am going to be the first one. (教师示范)...It’s time for you, who want s to tell us about your group members? S: ...2. Step 4 Make a good habit proposalT: Let’s make a good habit proposal according to your group survey.Here is my good habit proposal. Work in groups to finish your good habit proposal. Here are some tips for you.评价：If everyone in your group says one sentence, you will get 3 stars.If all the members in your group say together, you will 2 get stars.If only group leader says, you will get 1 star.Step 4 Homework1.Think of some more good habits and share with your classmates.2.Put up your good habit proposal in the classroom or at home.3. Review the two parts and then copy the sentences in Grammar time.六、板书设计：Unit 2 Good HabitsA: Do you...?B: Yes, I do./ No, I don’t.always usually often sometime never。

译林版六年级下册英语教案-Unit2 Good habits一、教学目标1.学习并掌握本单元出现的单词和词组。

2.能够运用所学的知识介绍自己和别人的好习惯。

3.能够在日常生活中树立良好的习惯。

二、教学重难点1.学习并掌握本单元出现的单词和词组的用法和正确发音。

2.掌握并运用被动语态的使用，能够表达被动的信息。

3.掌握并运用正确的句型和语法，能够介绍自己和别人的好习惯。

三、教学准备1.教师备课PPT和教案。

2.课堂练习题和活动设计。

3.多媒体设备和课件。

四、教学过程1. 自我介绍教师出示图片，让学生自我介绍自己的好习惯，如定期锻炼、勤洗手等，引导学生运用被动语态表达自己被动受益的好习惯。

2. 单词和词组学习教师出示幻灯片，教授新词汇（如brush one’s teeth、wash one’s face 等）。

学生跟读教师并重复多次，掌握单词和词组的正确发音和拼写。

3. 课文学习教师播放课文视频，学生认真观看，并跟读教师的发音。

之后教师讲解生词及课文中的重点用法，并结合图片及实际生活情景进行展示和模拟练习。

4. 语法学习教师讲解被动语态的用法和构成。

通过引导学生讨论与实际生活联系的例子和情景来协助学生更好地掌握这一语法点。

5. 句型学习教师讲解如何介绍别人的好习惯，如运用“What about…”这一句型，引导学生模拟对话进行练习。

6. 课堂练习学生在课堂上完成教师出的练习题，包括单选题、填空题和阅读理解题等，巩固和提高所学知识点的应用能力和学习效果。

7. 活动设计分组活动：教师将学生分成若干组，让每组学生讲述一个好习惯，其他同学则进行点评和改进建议，从而提高语言表达和交流能力。

8. 作业布置教师布置课后练习和阅读任务，督促学生复习所学知识点和掌握单词和词组的使用和发音。

五、教学总结本节课主要以自我介绍、单词和词组学习、课文学习、语法学习和句型学习为主要教学内容，通过课堂练习和活动设计，帮助学生掌握课文知识点，加强课堂互动交流和口语表达能力，切实提高英语学习的效果和质量。

Unit 3 A healthy diet二次备课：一、单元教学目标1.能听懂、会说Food和Quantity类的话题。

2.能听懂、会读、会说、会写句型和日常用语“He has a lot of/some…She eats a few/a little…3.能听懂、会读、会说、会写词汇”healthy, diet, a little, a few, need”.4.能听懂、会说并发音准确字母组合ou在单词中的读音。

5.进一步熟悉表示数量的词汇并巩固可数以及不可数名词。

6.初步了解健康饮食的重要性以及学会利用营养金字塔来评价以及衡量自己以及他人的饮食健康情况并能提出合理建议。

二、单元教学重点1. 能听懂、会说Food和Quantity类的话题。

2. 能听懂、会读、会说、会写句型和日常用语“He has a lot of/some…She eats a few/a little…3. 能听懂、会读、会说、会写词汇”healthy, diet, a little, a few, need”.4. 能听懂、会说并发音准确字母组合ou在单词中的读音。

5. 进一步熟悉表示数量的词汇并巩固可数以及不可数名词。

三、单元教学难点1. 能听懂、会读、会说、会写句型和日常用语“He has a lot of/some…She eats a few/a little…2. 能听懂、会读、会说、会写词汇”healthy, diet, a little, a few, need”.3. 能听懂、会说并发音准确字母组合ou在单词中的读音。

4. 进一步熟悉表示数量的词汇并巩固可数以及不可数名词。

四、单元课时第一课时：Story time第二课时：Grammar time and Fun time第三课时：Sound time &Culture time& Cartoon time第四课时：Checkout time and Ticking time第五课时：Reviews and check &补充习题第六课时：单元测试第七课时：评讲试卷五．教学准备卡片，多媒体（PPT），教学光盘The First Period二次备课：一、教学内容：Story time二、教学目标：1.听得懂，会说，会读，会写a lot of, some, a little, a few, healthy, diet, need.2.进一步熟悉表示数量的词汇并巩固可数以及不可数名词。