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2019-2020年六年級英語下冊 unit1 lesson3教案 冀教版 教學目標： 1、知識技能：能聽、說、讀、寫的單詞：light heavy catch hit throw 2、過程與方法：、在自主的學習成功的體驗中，進一步提高學生學習英語的興趣和積極性，提高學生用英語交際的能力。學生能自由替換練習，并進行小組活動，培養(yǎng)學生初步運用英語的能力，培養(yǎng)學生聽、說、唱、玩、演的能力。 3、情感態(tài)度：讓學生在感受英語學習的內容美、形式美的同時，養(yǎng)成良好的學習習慣，做到互助互愛，培養(yǎng)其相互合作的精神。了解西方文化和習慣，樹立樂觀向上的學習態(tài)度。 教學重點： 能聽懂、會說、會讀和會寫本課四會單詞。 教學難點： 能聽、說、讀、寫的單詞：light heavy catch hit throw 教學過程： 一 Class opening and review 1.Game：“l(fā)earn”and“teach”with a game。Ask for two volunteers 。Whisper to them that you want one volunteer to be a teacher and the other to be a student。Such as： Who is the teacher？ Who is the student？ What is the teacher doing？（Teaching） What is the student doing？（Learning） What is she/he teaching/learning？ 2.T:Hello, class! What’s your favourite sports? S:My favourite sport is ____. T:I want to learn basketball/ping-pong. Can you teach me? S:Yes. (設計意圖：開頭直接提出老師想學打籃球和乒乓球，讓學生做小老師教，激發(fā)了學生的學習興趣，增強了學生的自信心。) 二 New concept Demonstrate “heavy”and “l(fā)ight”with real heavy and light objects. Such as a rock and a feather. Where else do you see the word “l(fā)ight”? S: Christmas lights, traffic lights. （設計意圖: 用實物展示，創(chuàng)設真實情景，為學生提供一個極佳的語言實踐機會。） 2. Now let’s play a game “throw and catch”. Then the teacher throw and catch a ping-pong ball. T: Do you know the words “throw, catch”? S: 仍，接住。 The students play the game and say “ I’m going to throw the ball to S1. Catch it.” （設計意圖: 在游戲與競賽中鞏固新單詞，并聯系了舊知識，克服了枯燥乏味的記憶方法，使學生樂學、好學，主動記憶。） 3. When we play ping-pong, we don’t throw and catch the ball. We hit the ball. “hit”, 打，擊。 T: S1, please hit the ball to S2. What’s he doing? S3: He’s hitting the ball to S2. 4. Listen to the audiotape and answer the questions. What does Danny want to learn? Can Danny throw the basketball at the net? What can he do? Can Danny play ping-pong? What happened next? 三 Role-play: Let’s learn to play sports. Eg: I want to learn basketball/ping-pong. Can you teach me? ,catch, I’m throwing … (設計意圖：這節(jié)課的教學可在教室布置環(huán)境也可以到操場去上，讓學生真正體會籃球和乒乓球運動，激發(fā)學習興趣。在句子中學習單詞，做到詞不離句，最后過度到對話練習，形成篇章，對學生的綜合語言運用能力有了很大的提升。) Blackboard design Lesson 3：At the gym light —— heavy catch ——throw The basketball is heavy. The ping-pong ball is light. I’m throwing/catching the basketball. I’m hitting the ping-pong ball. Exercises 寫出反義詞。 throw ______ light ______ hard _____ learn _____ Fill in the blanks. Look! I’m ______ (hit) the ping-pong ball to Jenny.] I’m going to throw the basketball to you. ______ it. 附送： 2019-2020年六年級英語下冊 unit1 lesson4教案 冀教版 教學目標： 1、知識技能：能聽、說、讀、寫的單詞：bought taught thought 2、過程與方法：、在自主的學習成功的體驗中，進一步提高學生學習英語的興趣和積極性，提高學生用英語交際的能力。 3、情感態(tài)度：讓學生在感受英語學習的內容美、形式美的同時，養(yǎng)成良好的學習習慣，做到互助互愛，培養(yǎng)其相互合作的精神。 了解英語時態(tài)與漢語時態(tài)有何不同。 教學重點： 能聽懂、會說、會讀和會寫本課四會單詞。初步了解英語的時態(tài)。 教學難點： 能聽、說、讀、寫的單詞：bought taught thought, 比較三者不同。 課堂教學資源： 英語不規(guī)則動詞分類記憶 一、AAA型（原形→原形→原形） read read read cut cut cut let let let put put put cost cost cost hit hit hit set set set hurt hurt hurt shut shut shut 二、ABA型（原形→過去式→原形） bee became bee e came e run ran run 三、ABC型 1. ow/aw/y →ew/u:/ →own/?un/ 原形 過去式 過去分詞 blow blew blown grow grew grown know Knew/nju:/ known draw drew drawn fly flew flown 2. i→a/?/ →u/Λ/ 原形 過去式 過去分詞 begin began begun drink drank drunk sing sang sung swim swam swum ring rang rung 3. 原形→過去式→過去式+(e)n 原形 過去式 過去分詞 bear bore born wear wore worn speak spoke spoken freeze froze frozen choose chose chosen steal stole stolen get got gotten forget forgot forgotten 4. 原形→過去式→原形+(e)n 原形 過去式 過去分詞 eat ate eaten see saw seen give gave given fall fell fallen do did done go went gone take took taken mistake mistook mistaken be(am.is.are) was/ were been ride rode/r?ud/ ridden/’ridn/ write wrote written/’ritn/ forbid forbade forbidden 四、ABB型 1. 原形→ought →ought 原形 過去式 過去分詞 bring brought brought buy bought bought fight fought fought think thought thought 2. 原形→aught →aught 原形 過去式 過去分詞 catch caught caught teach taught taught 3. 變其中一個元音字母 原形 過去式 過去分詞 feed fed fed meet met met lead led led hold held held babysit babysat babysat sit sat sat win won won find found found 4. 變其中一個輔音字母 原形 過去式 過去分詞 mean meant/ment/ meant hear Heard/h?:d/ heard make made made lend lent lent send sent sent spend spent spent 5. 原形→□lt→□lt 原形 過去式 過去分詞 feel felt felt leave left left deal dealt/delt/ dealt build built built 6. 原形→□ept→□ept/ept/ 原形 過去式 過去分詞 keep kept kept sleep slept slept sweep swept swept 7輔音字母和元音字母都變 原形 過去式 過去分詞 have had had lay lain lain lose lost lost sell sold sold tell told told stand stood stood understand understood understood pay paid paid say said said 五、AAB型 原形 過去式 過去分詞 beat beat beaten 教學過程： 一 Class opening and review Game：“Question toss” Review past- tense, present-tense, future-tense verbs with a game ,write three columns of words on the blackboard and ask for volunteers to match them correctly. (設計意圖：在游戲與競賽中鞏固單詞，聯系了舊知識，克服了枯燥乏味的記憶方法，使學生樂學、好學，主動記憶。) 二、New concept 1、INTRODUCE（介紹） Add “buy”， “teach”， “think” to you “today” Column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught”，“thought”, “bought” in a different order than the other two columns and ask the students to guess how they match with the present-tense verbs.（設計意圖：用表格展示,英語時態(tài)提供一個極佳的語言實踐機會。） What is different and what’s the same in the three words of “bought, thought, taught”? talk about it in pairs first, then tell the others.（設計意圖：讓學生學會仔細觀察和傾聽，提高學習能力，培養(yǎng)學習技能。） Look at the first three pictures and answer in groups: What do they do? Then look at the next three pictures and answer: What did they do this morning/afternoon? Talk about yourself: What did you do this morning/afternoon? （設計意圖：培養(yǎng)學生的觀察、表達及合作學習的能力。） eg: Li Ming teaches Jenny a sport. And Jenny teaches Li Ming a sport. Then we say they teach each other a sport. What’s the meaning of “each other”? S: 互相。 T: Do you often teach anything each other? S: Yes, we often teach ___ each other. (設計意圖：用英語解釋英語使學生們更加清楚詞語的意思，促進了學生的英語思維。) listen to the audiotape and answer: where did they go? What did Li Ming and Jenny do? Then underline the important words.（設計意圖： 學生邊聽邊勾劃單詞的過去式可以幫助學生理解和培養(yǎng)良好的學習習慣。） listen to the song Oh, what did you do ? and answer: What did Li Ming and Jenny do? in groups. Then sing the song together.（設計意圖：學習歌曲,活躍氣氛,復習時態(tài)的運用.） 5、Role-play: What did you do this morning? （設計意圖：學生通過本課的學習知道用過去時態(tài)表達做過的事情，是對他們綜合語言運用能力的一個訓練。） Blackboard design Lesson 4：What did you go ? buy --------- bought teach --------- taught think-------- thought Where did you do? What did you do？