人教PEP版六年级下册英语 Recycle Mike's happy days单元教学设计

人教PEP版六年级下册英语 Recycle Mike's happy days单元教学设计1教学目标1.语言知识：【词汇】复习有关“制定假期计划”的五个范畴的词汇：（1）复习有关假期活动的动词词组，如go shopping等。（2）复习有关地点的词汇，如Australia等。（3）复习有关时间的词汇，如in the summer holiday等。（4）复习有关交通方式的词汇，如by plane等。（5）复习有关旅游伙伴的词汇，如with my friends等。（6）能听、说、认读以下词汇：the provincial capital, famous, view, around, silk, scarf,Internet【句子】复习问答他人和自己的假期安排的句型:（1）Where are you going on your holiday? I am going to …（2）Who are you going with? I am going with …（3）What are you going to do there? I am going to …（4）How are you going to get there? We are going …（5）When are you going? We are going …（6）复习表达自己计划的句型：I am going to …【篇章】听一个有关Samuel旅程安排的电话交谈；读有关旅游介绍的小册子；能用学过的语言知识口头表达自己的假期计划和寻找同行驴友，并能写出自己的旅游计划。2.语言技能：（1）学生能用学到的语言知识问答他人和自己的假期安排。（2）学生能阅读有关旅游介绍的小册子，收集、提取相关信息，选择旅游目的地，能口头表达自己的旅游计划和寻找同行驴友，并能准确写出自己的旅游计划。3.学习策略：（1）以小组合作学习的方式引导学生归纳有关假期活动的词组。（2）通过复习形成自主复习的学习态度，掌握复习、拓展的学习方法，注意发现所复习的语言规律，并能将规律举一反三地运用。（3）熟练运用本节课所复习的内容制定各种计划。4.情感态度：（1）学生对英语课堂活动感兴趣，积极参与各项活动。（2）增强学生的民族意识，培养学生尊重各民族文化、热爱祖国河山的情怀。5.文化意识： 了解一些地方名胜的天气、景观、食物及风土人情。5学情分析1.本节课的授课对象是六年级的学生，他们具有一定的抽象思维能力，逐步能透过现象深入事物本质，能掌握大多数定义性概念，但在学习中仍需要具体经验的支持。经过三年多的英语学习，大部分学生对英语学习兴趣较高，乐于参加英语课堂活动，对英语国家和本国的文化有浓厚的兴趣。2.学生学习本课之前已积累了以下五个范畴的相关词汇：要干什么(What)，去哪里(Where)，什么时间(When)，什么交通方式(How)和出行伙伴是谁(Who)。学生在六年级上册Unit 3中学了be going to句型，掌握了相关语法知识及When/How/ What/Where提问的特殊疑问句的问答句。同时，学生已具备一些听说读写的基本技能，能围绕“周末要做什么事情”这一主题，口头表述并写出小文段。在学习本课内容时，大部分学生已基本掌握be going to句型结构，但有些学生掌握得还不够牢固。3.经过三年多的学习，学生已经能够感知和模仿英语发音的特点，能理解英语句型的结构和语用功能，能初步运用听、说、读、写四项语言技能获取、处理和传递所需信息。但针对有效记忆和使用英语词汇的方法，以及如何在具体语境下开展有效交流还有待提高。2重点难点1. 本课时教学内容分析： 本课时复习的内容是be going to结构，主要围绕“制定假期计划”这个主题进行。本课时具体的教学内容为教师自编的文本，是一个以电话交谈的形式表达出来的Samuel旅程安排的内容。 本课时的复习内容以“制定假期旅游计划”这一任务，把what, where, when, how和who五个范畴的相关词汇有机地连接在一起，并与六年级上册第三单元的学习内容联系起来。教师鼓励学生综合运用所学语言表达自己的想法和制定旅游计划。2. 本课时教学重点：（1）复习有关假期计划的各类词汇、词组及句型。（2）能围绕“制定假期计划”的五个范畴介绍或描述自己的旅游计划。3. 本课时教学难点：（1）能围绕“制定假期计划”的五个范畴，连续性地表达自己的旅游计划，包括选择去这个地方的原因等。（2）如何将所复习的功能句在制定假期计划和寻找驴友活动中综合运用。（3）由设计旅游计划拓展到制定其他计划。3教学过程活动1【导入】I.　Preparation.1. Greetings and free talk.T: Hello, boys and girls. How are you today? Let’s play a game. Look and guess. Think of a word.T: Yes, you are right. It’s holiday. Today we are going to talk about our holiday.（设计意图：教师先后出示度假的图片和提示语言：We don’t go to school. Take a trip. Go hiking. 以及 _ _ _ _ _ _ _ 提示学生该单词由7个字母构成。引导学生通过图片和文字的提示猜词，以激发学生的学习兴趣，导入本课的学习主题holiday。）2. Brainstorm and group the phrases.(1)Brainstorm: words and expressions about activities.T: What can we do during the holiday? Can we …?师生问答后，请学生拿出课前完成的“复习先学表”，在四人小组里分享假期能做的事情。教师让学生在小组内打写，然后发到公共邮箱，并分享。（设计意图：通过头脑风暴和师生问答，引导学生回忆并复习动词词组，为后面的学习作铺垫。）(2) [PPT] Present the verbal phrases and read.T: We can do many things in the summer holiday. We can …(3) Group the verbal phrases.T: There are so many phrases to remember. It’s not easy. Let’s group them, but how? We can group them in this way. What about other phrases? Can you group them? Now let’s group them in your groups. After finishing, please send it to our public mailbox.T: Which group can come here and group the phrases?（设计意图：教师先对暑假所做的活动示范归类，然后让学生小组讨论归类，并在黑板上进行展示，目的是让学生在活动过程中体会学习策略的应用，学会梳理、归纳词汇的方法。）(4) Read all the phrases together.T: Look, during the holiday we can go shopping …（设计意图：教师引导学生完整地陈述假期活动，培养学生的语篇意识。）活动2【活动】II.　Pre－task.Help the teacher make a trip plan and sum up how to make a trip plan.The teacher presents his/her trip plan. Students give some suggestions to the teacher.（设计意图：教师拟定自己的暑假旅游计划，先用图片呈现以前制定的假期旅游计划，引出“计划”的概念。师生用一般过去时的语言问答以前的旅游经历。）(1) The teacher decides where to go and what to do there.T: Look at the calendar. What date is it? … What holiday will it be two months later? … This summer holiday, I am going to take a trip. Let me make a trip plan first.T: Those were the plans I made before. This was the trip plan for Xinjiang in 2012. I went to …T: When am I going for my trip this year? I am going in the summer holiday. Maybe the 24th to the 30th of July are the best days for me. Where am I going then? I have some places in my mind.T: Venice, Inner Mongolia, Beijing or Guilin? Can you give me some suggestions?学生提建议，教师提问：What can I do/see there? What about the food/people/weather there? 等，和学生一起谈论这个地方的风土人情；教师也可呈现图片或制作介绍这些地方的英语微视频作为教学补充。T: Thank you for your ideas. Mmm … Maybe Inner Mongolia is the best place for me. I am going to Inner Mongolia. I am going to ride a horse there. It will be exciting…（设计意图：通过完成帮教师制定旅游计划的任务，学生对教师选择的旅游目的地提出建议，师生一起谈论当地的天气、人文、食物、景色和旅游中能做的事情等。教师根据学生的提议和实际情况决定自己的旅游目的地。考虑到学生向教师提出建议前应事先对这些旅游目的地有所了解。因此，教师根据四到六年级语文课本的选材选择了威尼斯、内蒙古、北京和桂林这四个地方。）(2) The teacher decides how to go there and who to go with.T: How can I go to Inner Mongolia from …? Yes. Going by plane is fast because Inner Mongolia is far away from here. And I am going with my friends, because my son is too young to go with me.2. Sum up how to make a trip plan.(1) Sum up in terms of content.T: I have made a trip plan. Do you know how to make a trip plan? What should we think about first? For me “when” and “where” are the most important things for a trip plan. What will I think about later? “How” “Who” and “What”. What about your ideas? What are the most important things to think about?（设计意图：教师引导学生归纳出制定旅游计划要从when, where, how, who和what五个范畴考虑，这是从内容方面进行归纳。同时，教师以自己的旅游计划为例，表明在五个范畴中会优先考虑when和where。然后教师提问：在所有的旅游计划中时间和地点都是最重要的吗？让学生讨论后回答。教师引导学生用一般过去式的语言讲述自己以前的假期活动来证明自己的观点。）(2) Sum up in terms of form.T: When we make trip plans, we will use “be going to …” When we make our plans, we will use “I am going to …” or “We are going to …” When I talk about your plan, I will use “You are going to …” When we talk about the others’ plan, we will use “He is going to …” “She is going to …” or “They are going to …”（设计意图：通过帮教师制定暑假旅游计划这一任务，使学生归纳出描述自己的旅游计划时要用I am going to … 句型。然后，教师引导学生说出谈论他人的旅游计划时需要使用的句子。这是在语言形式方 面进行归纳。）活动3【活动】III.　While－task.　Samuel’s trip plan1. Get to know Samuel’s trip plan.（设计意图：从导入文本进入主体文本的学习。以Samuel’s trip plan为载体，通过三个层次的问题和听说读写的语篇活动，启发学生了解Samuel’s trip plan的细节，复习巩固本节课的主要句型。）(1) Read, ask and answer. T: Well, you know I am going to take a trip to Inner Mongolia in the summer holiday. How about my friend, Samuel? Where is he going? Please read the passage by yourselves. 教师用PPT呈现主体文本，学生阅读后回答问题。T: Where is Samuel going? It’s so easy, right? Let’s answer it together… He is going to Hangzhou.（设计意图：学生阅读主体文本后找出Samuel的旅游目的地，这是一个表层性问题。）(2) Watch a video about Hangzhou and talk about Hangzhou.T: Do you know anything about Hangzhou? … Let’s know more about Hangzhou. 教师放一段介绍杭州的英语微视频。T: Who can say something about Hangzhou? What about the food and the weather? What about the people there? … Anything else?教师呈现有关杭州的图片，还可提供其他省会城市的图片，帮助学生理解the provincial capital的意思。教师与学生一起谈论杭州的过程中呈现silk和silk scarf。教师可利用网评“西湖十景”的事件，提供西湖十景的照片，帮助学生理解famous, view, around, Internet的意思。（设计意图：通过这段富有地方文化特色的视频，使学生更深入地了解杭州的风土人情和西湖十景，同时处理文本中的新单词。）2. Read and find out the details of Samuel’s trip plan.(1) T: Samuel is going to Hangzhou. [PPT出示表格] But what is he going to do there? When is he going? How is he going to get there? Please take out your paper, read the dialogue and find the answers, then write your answers on your paper.(2) Check the answers in class.T: What is Samuel going to do there? When is he going? How is he going? Who is he going with?（设计意图：学生根据表格的提示阅读文本，提取关键信息，体验阅读策略的运用。学生先独立完成表格，教师在检测环节请学生将表格中五方面的信息替换Pre-task部分A trip plan五个范畴的信息，生成Samuel假期安排的思维导图。）3. Read the dialogue in class.T: Now, read the dialogue after the tape. Please read like Samuel and Vincent.学生模仿Samuel和Vincent的语音、语调及语气朗读对话。4. Extension of the dialogue.(1)T: When Samuel makes a trip plan, what does he think about first? … Yes. “When” and “where”.（设计意图：教师引导学生根据对话的顺序找出Samuel制定假期旅游计划时首先考虑的因素，即when和where，为下面学生自己制定旅游计划和寻找同行旅友作铺垫。）(2)T: What is Samuel going to buy on the Internet? （设计意图：教师引导学生根据杭州夏季的相关信息和Samuel的性格特点进行推理，推测Samuel可能在网上购买哪些出行物品，学生可能会说：He is going to buy ... 等，教师给予学生思维的空间。）5. Retell Samuel’s trip plan.T: [Present the mind map.] Look, this is Samuel’s trip plan. He is going to …（设计意图：复现主要内容，引导学生进行总结，复述Samuel的假期安排。教师可以用以下引导语： You can begin like this. The summer holiday is coming…）活动4【测试】IV.　Production.Students make their own trip plans and find their trip mates.Task 1: The students make their own trip plans.Assign the task.T: I am going to take a trip in the summer holiday. Samuel’s family is going to take a trip, too. What about you? What are you going to do in your holiday? Do you want to take a trip, too?T: I have some beautiful places for you. They are Australia, Hong Kong, Hainan and Guilin. If you want to take a trip, you can have a look at them. You can choose one or two of them. You can also go to other places if you like. Now please make a trip plan for your summer holiday. Take out your worksheet, please.The students make their own trip plans and fill in their worksheets.（设计意图：学生阅读图文并茂的旅游小册子，拟定自己的假期计划，并用铅笔填写worksheet中的 Where, What栏目，用铅笔填写以备后面调整假期计划时更改。）(3) Share the trip plans in groups, then in class.T: Have you finished your plan? Now share your trip plan in groups… Who can come here and tell us about your plan?Task 2: Find the trip mates.(1) The teacher tries to find a trip mate.T: How much is it if you go to Inner Mongolia? [教师点击PPT,呈现团体价] Look, if you go in 4, it is just … yuan for 1. If you go in 8, it is just … for 1. It’s very cheap. Do you want to save money? We’d better find more trip mates. Let me find a trip mate to Inner Mongolia first. 教师走到学生A的身边。 T: A, where are you going in the summer holiday? A: I am going to … T: How are you going there? What are you going to do there? Who are you going with? T: Let’s go to … The weather is … We can see … There is/are … A: Sorry, I don’t like … / Yes, I am going to … with you.(2) The students look for their trip mates and make a plan with them. T: I have found a trip mate, I can find more. Then my travel will be cheaper. Boys and girls, do you want to travel in a cheaper price? If you go by more than 8 people, your travel will be much cheaper. Now please go and find your trip mates. If you want to stay in our hometown, you can also find friends to play with and make a holiday plan with them.Finish the worksheets.T: Let’s finish the worksheet. A, where are you going? Oh, you are going to … What are you going to do there? When are you going? Who are you going with? You can write down your answers and finish the worksheet.（设计意图：学生根据上一轮找同行驴友的结果，调整并填写自己的假期安排，完成worksheet。）Check and report.T: Now let’s see your worksheets. Anyone wants to share with us?（设计意图：通过寻找同行驴友或假期活动伙伴的任务，使问答暑期计划成为一项有意义的活动。教师和全班学生一起检查worksheet中的拼写及语法错误。教师同时统计报名人数，选出班内学生暑期出行的最佳目的地。）3. ConclusionT: Today you did a good job. What have we learn t today? We have learn t how to make a trip plan. When we make a trip plan, what should we think about? We should think about “where, when, how, who and what”. What else will we think about? You see, if we want to do things well, we’d better make a plan first. [PPT呈现] Plan well before you do things.（有计划才能做好事情）活动5【作业】V.　Homework.T: Just now you have made your trip plan in this way. [PPT呈现思维导图或worksheet] Today’s homework is to finish the post-revision forms. Please finish this form. Then choose one of the three tasks.