沪教版（三起）六下英语Daily expressions-教案、教学设计-公开课-(配套课件编号：616e8).doc

1、小学六年级英语下册小学六年级英语下册 DailyDaily ExpressionsExpressions 教学设计教学设计 教学目标：教学目标： Knowledge aims：The students are able to use Daily Expressions. Ability aims：The students are able to know some situations to use Daily Expressions. They are expected to use Daily Expressions to present their point of view. Emot

2、ion aims： The students are able to feel the magic language , and heighten their awareness of using English. 教学重点教学重点: : 1. Daily Expressions. 教学用具：教学用具： work sheets ，blackboard，multimedia 教学教学过程：过程： Step 1 warming 1. 师生互相问好。 Step 2 presentation and practice 1、老师邀请学生欣赏视频魔术 T:First,lets enjoy a magic

3、show. 2、老师询问学生对魔术的观后感想。 T:What do you think of the magic show? S:It is exciting S:It is funny S:It is interesting S:It is good . T:You have so many words to express yourself. T:You can use English very well T:Today,lets learn more Daily Expressions. 设计意图：通过看魔术表演，刺激学生的感官，引导学生用英语思考，表达自设计意图：通过看魔术表演，刺激学

4、生的感官，引导学生用英语思考，表达自 己的感受。同时老师对同学的表达给予肯定和指导，激发学生学习的热情。己的感受。同时老师对同学的表达给予肯定和指导，激发学生学习的热情。 3、由于本节课内容由于本节课内容 Daily Expressions 的核心是培养学生运用语言的能力,而 且是温故知新的内容， 所以我把本节课设计成为一节情境交际交流课情境交际交流课。 把每一个 daily expression 都放在一个有趣的情境中，学生通过扮演 Tom 和 Jone 两个人 物，结合有趣的图片，在生动活泼的对话中掌握了 daily expressions 的用法。 Thats fantastic Pra

5、ctice 1 太棒了，太神奇了。 1、Tom:Lets go to the movies. Jone:Thats fantastic. 2、Tom:Lets go for a picnic. Jone:Thats fantastic. 3、Tom: lets make a mango ice cream for mom Jone: Thats fantastic. 4、The magic is fantastic. Thats easy!那容易，这很简单。 （别人提出问题或者请求帮助时） 1、Tom: I want to learn English well,but i dont know

6、how to do. Jone: Thats easy.let me help you. 2、Tom:How to plant a strawberry? Jone:Thats easy.Lets buy some strawberry seeds. Look carefully!仔细地看. 1、Tom: Look carefully!Whats the difference between that two fish. Jone: One is alive ,the other is dead. 2、Tom:Look carefully! You can find the wrong wor

7、d. Jone:Look, I got it. Who is it for?它是给谁的？ 1、Tom: There is a new pair of shoes.It is small.Who is it for? Jone: Its for my little sister. Thats good.那不错，那很好。表示赞同对方观点或看法。 1、Tom: Tomorrow is Mothers Day. Jone: What are you going to do for your mom? 2、Tom:Im going to make a strawberry ice cream for h

8、er. Jone:Thats good. Enioy your swimming lessons.游泳课上玩的愉快。 1、Tom: where are you going? Jone: Im going to have a swimming lessons. Tom:Enjoy your swimming lessons. Of course.当然可以。 1、Tom: Will you come to my birthday party? Jone: Of course.(我不会错过的，表示非常想去)。 对比 Tom:Can you speak Chinese? Jone: Of course

9、.(真是个白痴的问题) Please go ahead.请说吧，请继续。 1、Tom: Lets talk in English. Jone: Please go ahead. 2、Please go aheadwith your story. 3、Tom: May I smoke here？ Jone:Yes, go ahead I see.我明白了. 1、Tom:Your words is beautiful,but your voice is small. Jone:I see 对比 2、Tom:Lily s birthday is tomorrow. Jone:I know Its t

10、he right size. 它大小正合适. 1、Tom: I want a pair of shoes. Jone: Here you are. Tom:It is a little small.Can I have a larger size. Jone: Try it on Tom:Its the right size. Your turn. 轮到你了 1、Tom:Im waiting for my turn to give a speech. Jone: Now, its your turn 2、Tom:It is your turn to clean the classroom to

11、day. Jone: How time flies! Is that you.是你吗？ It is a foggy day.They meeton the way to the park. 1、Tom: Is anybody there? Jone: Is that you?Tom Tom: yes,its me. I cant find my way. Jone: Dont worry.Lets go together. Practice2 小组活动，老师给学生分发图片，每个图片对应一个 daily expression，学生 两人一组编对话。 设计意图：增强学生语言运用能力，实现学以致用。

12、 Summary T:Today ,we have learned daily expressions .,and you can use English very well. Homework Practice daily expression with your classmates after class. 设计意图：布置弹性作业，鼓励学生利用课余时间积极用英语交流。 T：What can you see in the bottle? S：I can not see anything.或者 Nothing. T：But,there is really something in it.It

13、 is the air. 从而引出空气是看不见的.We can not see the air. T:What colour can you see? S:I can see no colour 从而引出空气是没有颜色的。It has no colour. 老师邀请同学闻一闻空气的味道。 T：Take a smell. S: No smell. 老师再试着将空气倒进学生嘴里，要求学生尝一尝。 T：Have a taste. S: No taste. 从而得出空气是没有味道的。 设计意图设计意图：因为空气本身就是一个物质名词因为空气本身就是一个物质名词，没有形状没有形状，没有味道没有味道，没有颜

14、色没有颜色， 如果利用量杯做实验，对空气的了解就更加直观了，更具有体验性，同时掌握如果利用量杯做实验，对空气的了解就更加直观了，更具有体验性，同时掌握 了课文第一段的核心内容，进而激发同学们想了解空气的兴趣。了课文第一段的核心内容，进而激发同学们想了解空气的兴趣。 2、通过以上实验，学生对空气有了初步的了解，同时诠释了课文的第一段。 It has no colour or shape. It has no smell or taste. We cannot see it, but we can feel it. 3、要求同学一同欣赏视频神奇的空气 。同学们对空气有了更多的认识。 4、老师邀请一

15、位同学将量杯中的空气倒到教室里，同时老师旁白： T:Now ,the air is running around our classroom. T:Where is it now? S:It is in the desk. S:It is in our bag. S:It is in our body. . 从而导出：从而导出：ItIt isis everywhereeverywhere，同时板书，老师领读。，同时板书，老师领读。 设计意图设计意图: :通过实验通过实验，引导学生自主探究引导学生自主探究，寻找答案寻找答案，引导学生说出课文中的句引导学生说出课文中的句 子。实现对课文的深刻理解。

16、子。实现对课文的深刻理解。 5、老师提问：Do you think the air is magic? T:Yes ,i do. T :Why do you think the air is magic? S:Animals need the air . S:Plants need the air . S:We need the air. 从而引出课文第二段： It is important to all people. It is also important to animals and plants. We all need it to keep us alive. 设计目的设计目的:

17、:运用学生自我探究的方法，发现空气的奥秘。运用学生自我探究的方法，发现空气的奥秘。 6、PPT 出示图片，热气球、飞机、鸟、风筝，设置问题 T:How does a balloon lift people up? S:It use hot air T:How do kites and planes high in the sky? S:They ride on air 填词练习：Think and complete Look at the kite and the plane. Look at the balloon and the bird. They all need it too. 设计

18、意图：运用图片，激发学生的想象，实现自我探究学习的目的。从而导出设计意图：运用图片，激发学生的想象，实现自我探究学习的目的。从而导出 课文第三段的内容。课文第三段的内容。 Look at the kite and the balloon. Look at the plane and the bird. They all need it too. It keeps them high in the sky. 出示图片：拓展 parachute 滑翔伞和 seagull 海鸥，两个词，他们同样利用空气 实现了飞翔。 7：要求学生一同欣赏课文 Flash.整体感受课文，感受语言的魅力以及诗歌的语 言

19、结构。 8. 播放音频：要求学生跟读，老师领读，纠正学生发音。 9. 出示两张对比图片，引出 dirty 和 clean. 出示工厂和烟雾的图片引出 factory 和 smoke，从而升华主题从而升华主题: : what happened to the air? what makes the air dirty? Step 3 Summary 和学生总结本文的核心词汇 everywhere,plant,keep.alive,dirty,clean, 核心句型 It keeps them high in the sky. Step 4 Homework 1、Talk about the air with your classmates. 2、Think about what makes the air dirty? 设计意图：增加学生在课堂以外运用英语的机会，鼓励学生用英语交流，用英设计意图：增加学生在课堂以外运用英语的机会，鼓励学生用英语交流，用英 语思维思考，真正的实现学以致用目的。语思维思考，真正的实现学以致用目的。