冀教版（三起）六下-Unit 2 Good Health to You!-Unit 2 Review-教案、教学设计--(配套课件编号：701c6).doc

1、六年级下册六年级下册 Unit 2Again, Please! 一、教学分析一、教学分析 1.1. 学生分析学生分析 本课的教学对象是六年级学生，经过前三年的英语学习，他们已掌握了一 定的英语语法知识并积累了不少英语词汇，通过复习课的复习与巩固，教师与 学生在学习与练习中，使用所学知识和和语言进行交流式复习。 2. 教材分析教材分析 本课是冀教版小学英语六年级下册第二单元Again, please!，是一节复习 课。在这一单元中，李明、詹妮和丹尼一起讨论生活作息以及生活习惯，通过 分享自己平时的经历，总结出有利于健康的作息习惯和需要改正的不良习惯。 掌握由本单元词汇构成的典型日常英语对话和流利

2、表达本单元所学内容。 二、教学目标分析二、教学目标分析 1.1. 知识与技能目标：知识与技能目标： （1）复习句型 How often do you .? How many minutes do you.?以及答语。 （2）谈论 How to be healthy?,通过学生回答从饮食习惯,运动和生活良好习 惯三个方面谈论健康话题,并能写下自己的做法。 (3)用“after, before”描述做事先后顺序。 (4)做书上 33 页第 4 题,35 页第 6 题。 2.2.学习策略目标：学习策略目标： 学生能积极与同伴合作，共同完成学习任务；在学习中能集中注意力，积 极运用所学知识进行表达和交

3、流，能谈论和学校有关的话题。 3.3.情感态度目标：情感态度目标： 通过本单元的学习，激发学生学习英语的兴趣，增强自信心并能灵活运用 所学词汇和句子表达自己的真实情感。 三、教学重难点分析三、教学重难点分析 教学重点教学重点：要求学生听懂、会说、认读和书写本单元词汇以及相关的问答句。 教学教学难点难点：能灵活运用所学知识进行真实的语言表达。 四、教学准备四、教学准备 PPT 课件 五、教学过程设计五、教学过程设计 Step1:Class opening 1. Greeting. 2. Free talk T:Did you have breakfast this morning? S:Yes.

4、 T:Good work! For healthy body, we always have breakfast. Are you healthy? S: Yes. T:I see. You are healthy. How to be healthy? Step2:Revision 1. Talk about “How to be healthy?” Ask the class to answer, and the teacher ask some questions. Write the answers on the blackboard. What do you often eat fo

5、r breakfast? How often do you eat fruit/ vegetables? What exercise do you like? How often do you run/play basketball? How many minutes do you run/play basketball? Show questions on PPT: How often do you .?I.once/twice a day/week. How many minutes do you .?I .for about .minutes a day/week. 总结学生的回答 T:

6、 You do very well for healthy. They are food habits. They are exercise. They are good habits. We can from food habits,exercise and good habits to talk about “How to be healthy?” 【设计意图设计意图】： 通过谈论 How to be healthy?”话题，帮助学生梳理本单元重点知识，引导学生 进行总结归纳。 2、通过 Danny 的饮食习惯，让学生给出好建议。 Dannys food habits dayweekmon

7、thyear donuts2 fruit3 vegetables2 T: Look! This is Dannys food habits. How about Danny? S1: Danny eats donuts twice a day. S2: Danny eats fruit three times a week. S3: Danny eat vegetables twice a week. T: I also know Danny had breakfast once last week. Is that good for his health? S: No, it isnt. T

8、: So what should he do? S: He should eat more fruit/. every day. T: Yes, it is good for his health. We cant do this like Danny. Whats your food habits? S:. 3、Talk about “Exercise” T: We know exercise helps make our body healthy and strong. What exercise do you like? How often do you .? How many minu

9、tes do you .? Please ask and answer in pairs. Then say your exercise. T: How much exercise do you need? We need an hour of exercise a day. (每天运动一小时) Step3 Practice 1、单位之间的换算，There be 句型，练习中出现“秒” T:Look, hour and minute are time units. What else time units do you know? S: day, week, month, year T: Le

10、ts do exercise. T：Good habits are good for healthy body. Lets look at Li Ming. What does Li Ming do? (做第 4 题) 做完检查学生一般现在时单三形式掌握情况， 让学生讲解。 然后用 “after,before” 描述李明所做的事情。 T：They are good habits. What good habits do you have? S:. 2、完成练习 8 T：Here is a short text. Is he healthy? Underline key sentences .P

11、lease read. 3、不应该做的事情 T：For healthy body, Please dont. Give your suggestions. S: Please dont . T: You did very well. We know what we can do for healthy. What we cant do for healthy. Please remember. 【设计意图设计意图】： 高年级阅读训练不是一蹴而就的，可以让学生头脑里先有初步了解，再进入到 阅读中，这道题通过对短文的练习处理，帮助学生形成文章的整体意识。对故 事进行接龙复述，增强学生对短文的理解，并鼓励学生用自己的话进行表达， 能吸引学生注意力，逐渐培养学生说一段话的能力，也为后面练习做铺垫。 Step4: Homework Please write a short text “My healthy body” 【设计意图设计意图】： 布置口头与笔头相结合的作业，培养学生对本单元所学单词、句型的综合运用 能力。