北師大版六年級(jí)英語(yǔ)上冊(cè)教案
Unit3 Redrock Bay Health Club
新課標(biāo)體現(xiàn)：
本單元主要是要求學(xué)生能夠用現(xiàn)在進(jìn)行時(shí)表示一般將時(shí)，能夠用be doing … 的結(jié)構(gòu)回答關(guān)于某人最近幾天計(jì)劃或安排的問(wèn)題。能夠用be doing+將時(shí)間狀語(yǔ)的結(jié)構(gòu)詢(xún)問(wèn)他人最近幾天的計(jì)劃或安排。通過(guò)故事學(xué)習(xí)，讓學(xué)生了解外國(guó)同齡學(xué)生業(yè)余生活情況，擴(kuò)展國(guó)際視野，同時(shí)培養(yǎng)自己的業(yè)余愛(ài)好，參與體育活動(dòng)，鍛煉身體。通過(guò)本單元的學(xué)習(xí)，培養(yǎng)學(xué)生做事有計(jì)劃的意識(shí)。在不同的國(guó)家與地區(qū)，學(xué)校學(xué)生的業(yè)余體育生活是不同的。通過(guò)本單元故事的學(xué)習(xí)，讓學(xué)生了解不同國(guó)家的化差異。
Teaching Ais:
知識(shí)技能：
1.Listening:
能夠理解本單元的故事。
2.speaking:
能夠用現(xiàn)在進(jìn)行時(shí)表示一般將時(shí)，能夠用be doing … 的結(jié)構(gòu)回答關(guān)于某人最近幾天計(jì)劃或安排的問(wèn)題。能夠用be doing+將時(shí)間狀語(yǔ)的結(jié)構(gòu)詢(xún)問(wèn)他人最近幾天的計(jì)劃或安排。
3.Reading:
能正確、流利的朗讀課。
4.Writing:
能正確、規(guī)范地拼寫(xiě)本單元要求掌握的生詞和短語(yǔ)；能聽(tīng)寫(xiě)本單元功能句，并做出應(yīng)答。
過(guò)程方法：
1.利用現(xiàn)有的教設(shè)備資，使學(xué)生可以更加直觀的對(duì)所要學(xué)習(xí)的內(nèi)容有整體了解，并且可以培養(yǎng)學(xué)生良好的發(fā)音習(xí)慣，為以后的學(xué)習(xí)打下基礎(chǔ)。
2.在教授對(duì)話的同時(shí)，把單詞或重點(diǎn)句型出示給學(xué)生，這樣可以使學(xué)生更方便于學(xué)習(xí)，掌握，和運(yùn)用。
3.在時(shí)多采取同學(xué)之間互相幫助的功能，可以加深同學(xué)之間的感情，還可以幫助班主任更好的完成思想道德教育工作。
Teaching Ephasis:
能夠用現(xiàn)在進(jìn)行時(shí)表示一般將時(shí)。
能夠掌握相關(guān)的單詞及詞組。

Teaching Difficulty:
1.學(xué)生已經(jīng)學(xué)過(guò) “人稱(chēng)+will+動(dòng)詞原形”和“be going to”表示將的概念。而對(duì)于現(xiàn)在進(jìn)行時(shí)表示將的用法會(huì)感到不習(xí)慣，容易混淆。
2.學(xué)生對(duì)課的理解。
3.一些單詞的記憶。

 

The 1st period
Teaching Ais:
1. The students can understand the story.
2. The students like to learn English.
3. The students can read the story.
Teaching Ephasis:
1.How to understand the story.
2.How to reeber soe neords.
Teaching Difficulty
How to understand the story and read the story.
Teaching process:
Step1:
Review
T: Have the children try to think soe phrases about the sports.
S: Try to think about the phrases.
T: Write the phrases on the blackboard and have the children read these phrases.
S: Read after the teacher.
Step2:
Learn soe neords about sports.
T: Have the children look at the pictures and try to understand the word’s eaning.
S: Look at the pictures and try to think about these words.
T: Have the children read the words after the teacher.
S: Read the words after the teacher.
Step3:
Set the scene
T: Ask the children what their plans are for this weekend and next week.
S: Try to answer the questions.
T: Tell the students in today’s story they are going to read about when the BINGO Kids visit a new health club in Redrock Bay.
Step4:
Presentation of new language
T: Ask a question “What are you doing toorrow?”
S: Try to answer the question.
T: Write the sentences on the blackboard, have the children read the sentences after the teacher.
S: Read the sentences.
T: Have the children try to ake the sentences by theselves.
S: Try to do it.
T: Write these sentences on the blackboard, have the children try to understand the eaning.
S: Read these sentences.
Step5:
Talk about the story.
T: Have the children look at the pictures and the teacher tells the story to the student.
S: Listen to the story and try to understand the story.
T: Have the children read the story by theselves and try to answer soe questions.
Read the story and answer the questions.
T: Explain soe difficult words.
Step6:
Learn the story
T: Have the children read the story again and answer the questions.
What are the Bingo Kids doing at five o’clock on Saturday?
When is the tennis class?
S: Read the story and answer the questions.
T: Play the tape and have the children read the story after the tape.
S: Read the story after the tape.
T: have the children take roles and act out the story.
S: Try to do it.
Hoework:
Have the children listen to the tape and read the story after the tape.
 

The 2nd period

Teaching Ais:
1. The students can understand the neords and use the.
2. The students like to learn English.
3. The students can write the sentences.
Teaching Ephasis:
1.Learn the neords.
2.Try to review the story.
Teaching Difficulty
1. How review the story.
2. Ephasis neords.
Teaching process:
Step1:
Review :
Review the story.
Step2:
Learn the neords.
T: Have the children open their books at page28. Draw their attention to the top half of the page.
S: Open the books and look at the words.
T: odel the word and have the children repeat. Use the sae procedure with the other words in the picture.
S: Read the words after the teacher.
T: Let student read the words again.
S: read the words.
T: Let students listen to the tape and point the neords
S: listen and point. Repeat after the tape.
T: Have the children try to ake the dialogue use the neords.
S: ake the dialogue in pairs.
T: Have soe students read the dialogue.
Step3:
Listen to this.
T: Have the children look at the pictures at the botto of the page. Explain that each of the pictures
S: Look at the picture.
T: Play the tape and have the children atch the pictures.
S: Listen to the tape and atch.
T: Play the tape again. Have the children repeat after the tape.
S: listen and repeat.
Step4:
Words you know
T: Point to each picture and have the children try to speak out the sentences.
S: Look at the pictures and try to talk about the pictures.
T: Check the answer by having students volunteer to write the answer on the board.
S: Check the answer.
Step5:
Read and coplete.
T: Have the children look at the tie expressions in the box on the right and explain they are going to coplete the sentences below using each of the expressions only once.
S: Read the tietable.
T: Have the children try to write the sentences by theselves.
S: Write the sentences.
T: Have soe students write the sentences on the blackboard.
S: Check the answer.
Step6:
Hoework: Read the story.
Copy the neords four ties

本文來(lái)自：逍遙右腦記憶 http://portlandfoamroofing.com/xiaoxue/38591.html

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