1、人教PEP版六年级下册英语Recycle Mikes happy days单元整体教学设计主备人辅备人上课时间课时共4课时审核人单元主题本单元教学内容为人教版英语六年级下册复习单元,属于“人与自我”“人与社会”主题范畴中“生活与学习”“做人与做事”“社会服务与沟通”主题群,涉及子主题“问路”“身边的事物和环境”“安全法规，安全意识”“自主并合理规划周末计划，制定周末计划，学会自我管理，时间管理”。单元子主题及课时安排 RecycleA graduation tripA farewell party赏风景，增长见识交朋友，品味生活话离别，畅想未来Day3 Life on the farm Day
2、4 Mikes day on the farmDay5 Mike and his new friends: Part 1Day6 Mike and his new friends: Part 2Day7 Mikes surpriseDay8 A farewell partyDay1 A beautiful farmDay2 Farmers market 学情分析本单元是复习单元，目的是帮助学生对所学内容进行复习巩固及运用。六年级已有一定的英语基础，具有了较强的参与活动，游戏及表演能力。因此，在复习过程中引导学生对知识进行整合，并采用多种的教学方式帮助学生。让学生在感知、实践参与中完成任务和目标
3、，体验到英语学习的乐趣。单元教材分析本单元是总复习单元，从农场到学校，再到告别晚会，教材通过Mike的快乐时光将已学过的知识有机地整合在一起，并通过不同类型的任务，帮助学生复习巩固语言形式，培养其综合语言运用能力以及自主学习能力，让其学会与同学友好相处，珍惜同学友谊。单元总目标1.在情景中恰当运用所学句型和词汇“I am/He/She is.I have/He/She has.”描述自己和他人的外貌。2.在情景中恰当运用所学句型和词汇“He goes/does/plays/.They have.”描述农场的生活。3.在情景中恰当运用所学句型和词汇 “In the morning / after
4、noon / evening.”描述某一天的生活和工作情况。4.在情景中恰当运用所学句型和词汇“I/He/She.On Monday I/he /she.In English class,I/he/she.”描述自己和他人的学校生活。5.在情景中恰当运用所学句型和词汇“In the past/I/he/she.Now I/he/she.”描述自己和他人从过去到现在的变化。6.看懂教材提供的毕业晚会邀请函并做出书面回应。7.介绍自己的毕业典礼晚会。8.学会运用思维导图梳理归纳已学过的知识。9.学会与与同学友好相处，珍惜同学友谊。Recycle1第1课时课时内容Day 1 A beautiful
5、farmDay 2 Farmers market 上课时间审核人教材分析本课时主要通过Mike在农场看到水果、动物等场景复习已学过的名词及其与冠词的搭配；通过Mike在农场里认识新朋友Bill和他的妈妈Mrs Booth的场景以及Bill和妈妈打算购物时的场景引出描述人物外貌的句子、词语以及与购物相关的词句，并要求学生学会用思维导图梳理归纳已学的语言知识。教学目标1. 能灵活运用名词单复数。2. 能利用what、how、where、when等和Mind map进行提问，并准确、熟练地运用相关内容于实际交流中。3. 能根据Mind map进行扩写或创编小对话，进行流畅的语言输出。4. 培养小组合
6、作学习的能力，综合运用知识的能力。5. 培养学生热爱乡村淳朴、清新的生活，热爱大自然的情感。教学重难点教学重点：能灵活运用名词单复数，并利用特殊疑问词what、how、where、when等和Mind map总结扩写，准确熟练地的运用相关内容于实际交流中。教学难点：能根据Mind map创编小对话，并进行表演型输出。教具准备 PPT课件、课文录音、视频、 教学照片等。教 学 过 程个性修改Step 1 Warmup1. Greetings.2. Brainstorming.(1) 呈现一些单词盒子，以小组为单位，帮助“Baby words”找到它们的家人并拯救Tom.(2) 引导学生给盒子起名
7、字，进一步对单词进行归类，并给每个盒子里的单词加上冠词a/an.(3) 小组讨论，并思考更多的组别，然后添加尽可能多的单词。Step 2 Presentation Several days ago,Mike visited a farm.And he posted some photos and an essay on his micro blog.Lets have a look.1. Learn Day1(1) 呈现微博，观赏Mike在农场拍摄的照片。(2) 组内讨论名词单复数形式及变化规律，做相应习题。(3) 呈现其他名词，并小组讨论结果。2. Learn Day2(1) 出示微博Mrs
8、 Booth和Bill照片。(2) 小组讨论Mrs Booth和Bill的外貌，并展示。(3) 出示微博上Mike的博文，并让学生回答下列问题。Q1：How many people are there in the text?Who are they?Q2：What are they going to do？(4) 小组合作完成Day 2 Mind map(5) 根据思维导图，小组内创编一个Mrs Booth和Bill关于购物的问答对话。(6) 学士表演，师生共评。Step 3 Practice and consolidation1. Play a game. （转盘游戏）2. Make up
9、 a dialogue.创设情境让学生在组内合作绘制思维导图，再根据思维导图创编一个对话。Step 4 Summing up1. 名词分类和名词单复数规律。2. Mind map中的特殊疑问词：what、how、where、when描述人物的外貌词汇：thin、short、strong、long hair、young、tall.作业板书设计教学反思Recycle Mikes day 课时内容Day3 Life on the farm上课时间审核人教材分析本单元是总复习单元，教材通过Mike参观农场的七天之旅以及参加毕业典礼晚会的语境把以前学过的语言知识有机地整合在一起，并通过不同类型的任务，帮
10、助学生复习巩固各种语言形式，培养其综合语言运用能力以及自主学习能力。教学目标1.听、说、读、写已学过的动词短语2.运用一般现在时和现在进行时描述农场的日常生活。3.按照“go, do, play, have”四种动词结构归类所学的动词短语。4.独立完成相应练习。看图说话，看图写句子。教学重难点重点：能够掌握一般现在时、现在进行时的结构和相关动词短语。难点:能够看图说话，看图写句子。能够在恰当的情景中运用所学句型和词汇描述农场的生活。教具准备图片、英文卡片、声音、课件。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. E
11、njoy a songOld MacDonald. (出示课件)3. Play a game: Sharp eyes.Present some pictures about different activities. Ask students to look at the pictures and read out the phrases as quickly as they can. (课件快闪式出示：go fishing, go swimming, go boating, do the cleaning, do homework, play music, play ping-pong, p
12、lay the pipa, have a picnic的图片)4. Lead-in.Present a picture of a busy farm.Lead students to answer the question with verb phrases they have learned before, such as “feed animals” “pick apples” “go swimming” “go fishing” (课件出示：繁忙的农场图片及相关动词短语)T: This is a farm. What do people usually do on the farm?St
13、ep 2: Presentation1. Read and circle.Present the picture of the word puzzle in “Day 3”. （课件出示：Day 3的字谜图片）T: There are some things people often do on the farm. Circle the words in the puzzle.Students circle the words in the puzzle and then check the answers together.The teacher can circle one word fi
14、rst as an example. (课件出示：示例及答案)Check the answers together.Lead students to read these words one by one.2. Look and say.Present four groups of pictures. Ask students to look at the activities and say the verb phrases. Then try to find out the forming rules of verb phrases in each group. (1)Present th
15、e first group of pictures. (课件出示：钓鱼图、游泳图、划船图)T: Can you say the verb phrase about the first picture?S1: Go fishing.T: Right! How about the second picture?S2: Go swimming.T: Clever! Who can say the last one?S3: Go boating.T: Wonderful! Boys and girls, think carefully! What can you find in this group
16、of verb phrases?Ss: They all have a word “go”./They all have “-ing”./T: Youre so great! The verb phrases in this group are all in the form of “go+动词-ing形式”.In such a way, deal with the other three groups of verb phrases. (出示课件)(2)The second group: do the cleaning, do homework, do the dishesThe formi
17、ng rule: do+名词/动词-ing形式(3)The third group: play the guitar, play the pipa, play ping-pong, play basketballThe forming rule: play (the) +乐器/运动类名词(4)The fourth group: have some juice, have some vegetables, have an art classThe forming rule: have+名词（饮料、食物、课程、三餐等)3. Look and write.Present the pictures o
18、f the first part in “Day 3”. （出示课件）T: There are many people on the farm. What do they usually do on the farm? Try to write down what he/she/they does/do every day according to the pictures.Check the answers together. (课件出示：该部分练习的答案)T: Look at all the sentences. Choose the sentences that can answer t
19、he question “What does he do every day?”Ss: He goes fishing. He goes swimming. He goes boating. He plays music. He plays ping-pong. He plays basketball.T: Good job! Now choose the sentences that can answer the question “What does she do every day?”Ss: She does the cleaning. She does her homework. Sh
20、e does the dishes.T: Brilliant! The next question “What do they do every day?” Choose the right sentences.Ss: They have some juice. They have some vegetables. They have an art class.T: Can you find the differences in these sentences?Ss: We should use “does” “goes” “plays” to describe “he” or “she”.
21、We should use the original form of verbs to describe “they”.T: Excellent!Present the change rules of the third person singular verb. (出示课件)4. Think and answer.(1)Present the picture of the second part in “Day 3”. (课件出示：Day 3第二部分的情景图)T: Now it is morning. Mike, Bill, Mrs Booth and other people are on
22、 the farm. They are having fun on the farm. What are they doing? Please talk about the picture.T: What is Bill doing now?Ss: He is playing ping-pong.T: What is Mrs Booth doing?Ss: She is playing the pipa.T: What is Mike doing?Ss: He is(2)Let students complete the writing task by themselves.Check the
23、 answers together. (课件出示：该练习的答案)(3)Ask students to say something about the present continuous tense.T: Can you find the rules in these sentences?Ss: They all have “be动词+动词-ing形式”./They are all in the form of “be动词+动词-ing形式”./T: You all did a good job.Present the change rules of the present continuou
24、s tense. (出示课件)Step 3: Practice1. Read the sentences.Present the sentences about the farm life.Let students read them together for three times.2. Discuss and classify.Let students discuss these sentences with their partners and classify them into two groups. Students should briefly talk about the re
25、ason for their classification.T: We can put the sentences “He goes fishing.” and “He plays music.” in Group A. They are the same tense. We can put the sentence “Bill is playing ping-pong.” in Group B. It is the other tense. Now, classify the other sentences.Check the answers together.Step 4: Consoli
26、dation & Extension1. Sharp eyes.Present some pictures about the childrens life on the farm. Ask students to answer the questions: What does he/she do? What do they do?(课件出示：一些小孩子在农场活动的图片。如：钓鱼，游泳，煮饭，野餐等。)Make a model: S1: He goes fishing.S2: They go swimming.The student who gets the right answer can
27、get a star.2. The dice game.The teacher takes out a dice. There are six different pictures on each side. Students throw it and try to describe what he/she/they is/are doing in the pictures on the top side of the dice. Make a model:S1: He is drawing a picture.S2: They are playing basketball.作业板书设计教学反
28、思Recycle Mikes day 课时内容Day4 Mikes day on the farm上课时间审核人教材分析本部分通过描述Mike一天的农场生活和Mike和Bill的卡片游戏复习巩固一般过去时态和形容词比较级的用法。教学目标1.在图片的帮助下用过去时填空，描述Mike在农场中一天的生活。2.对自己或朋友过去某天的生活进行口头和书面描述。3.读懂Mike和Bill游戏的文本描述，并根据游戏规则运用比较级玩卡片游戏。4.提升发现问题、解决问题的能力。教学重难点重点:巩固一般过去时的用法，复习相关短语和形容词的比较级。难点：提升学生的语言交际能力教具准备PPT课件、课文录音、视频、单词卡
29、等。教 学 过 程个性修改Step 1: Warm-up & Revision & Lead-in1. Greetings.2. Enjoy a song.Enjoy a song of Unit 2 in the textbookLast weekend. (课件出示：教材Unit 2歌曲)3. Do and say.The teacher does the actions. Students try to say the words or phrases. Make a model:When the teacher is sweeping the floor, students shoul
30、d say “clean the room”.When the teacher is swimming in the water, students should say “go swimming”.When the teacher is sleeping, students should say “sleep” or “go to bed”.4. Rap together.(1)T: Do you like rap? Lets rap together.Ss: Yeah!T: Now, please follow my rhythm. I say “clean the room”, and
31、you say “cleaned the room”. Lets start!T: Clean the room.Ss: Cleaned the room.T: Eat breakfast.Ss: Ate breakfast.T: Go fishing.Ss: Went fishing.(2)After rapping the phrases, the teacher asks two questions, “Do you still remember the change rules of the past tense of verbs? Who can say some examples?
32、”The teacher makes a model first: Add “-ed” to the end of the word. For example: play, played.S1: Change “y” into “i”, then add “-ed”. For example: study, studied.S2: Write the last letter twice, then add “-ed”. For example: stop, stopped.S3: Add “-d” to the end of the word. For example: live, lived
33、.S4. : No rules. For example: go, went.The teacher writes down all the examples students said.T: How smart you are! Look at the PPT. Lets review the change rules of the past tense of verbs. (出示课件)5. Lead-in.Present the pictures of the first part in “Day 4”. (课件出示：Day 4的第一部分图片)T: Thursday is the four
34、th day for Mike on the farm. He was very busy. What did he do on that day? Look at these pictures and discuss with your partners.Step 2: Presentation1. Ask and answer.Present Mikes pictures one by one. (课件依次出示:Mike在农场活动的图片)The teacher and students ask and answer like this:T: What did Mike do on the
35、farm?Ss: He had/ate breakfast.T: What did Mike do on the farm?Ss: He cleaned the room.T: What did Mike do on the farm?Ss: He went fishing.T: What did Mike do on the farm?Ss: He read a storybook.T: What did Mike do on the farm?Ss: He used a computer./He wrote an e-mail./He played computer games.T: Wh
36、at did Mike do on the farm?Ss: He went to bed at 10:00 p.m./He slept at 10:00 p.m.2. Finish Mikes diary.Lead students to help Mike finish the diary and write down the answers in the textbook.3. Check the answers.Check the answers together. Students check the spellings in pairs. (课件出示：该部分答案)4. Retell
37、 Mikes day on the farm.T: Can you retell Mikes day? Practice reading the diary by yourself for two minutes. Then Ill ask some of you to stand up and retell the diary. Pay attention to the change of role. We should change “I” intoSs: Change “I” into “he”.T: Right! What else?Ss: And change “me” into “
38、him”.T: Youre the best！ Students show time begins after two minutes. Everyone who stands up to retell the diary can get a sticker.5. Listen and circle.T: You did a good job. Its time to relax. Mike and Bill are playing a game. Lets go and have a look.Listen to “Mike and Bills game”. (课件出示：课本第二部分的音频)
39、Ask students to listen carefully and circle the adjectives in all forms in the textbook.6. Look and describe.Present the three animals in the second part one by one. (课件依次出示：游戏中的三种动物图片)Lead students to try to describe them one by one. Make a model:T: Whats this?Ss: Its an elephant. Its big.T: Whats
40、this?Ss: Its a tiger. T: Is the tiger bigger than the elephant?Ss: No, it isnt. Its smaller.T: Whats this?Ss: Its a whale.T: The whale is bigger than the elephant. Its the biggest. The tiger is the smallest.7. Learn to play the game.Present the steps of Mike and Bills game. Read the game together an
41、d learn to play the game. (课件依次出示：Mike和Bill的游戏环节)8. Discuss in groups.Ask students to read the game by themselves. And discuss in groups: How to play this game?What sentence patterns, what kind of words or phrases do they need?T: Lets go over the change rules of the comparative of adjectives first.
42、（出示课件）The teacher and one student imitate the game first. Then the teacher asks students to act out the game according to their discussions in groups.Step 3: Practice1. Talk about your day to your partner.Try to imitate the way that Mike wrote about his day on the farm. Choose one day in the past. A
43、nd try to describe what happened on that day. The teacher can make a model for students: T: Last Sunday was a busy day for me. I got up early. Then I did morning exercises. After that, I ate my breakfast. Next, I went to the zoo. In the afternoon, I read an English book in the library. In the evenin
44、g, I cooked dinner and washed my clothes. Finally, I went to bed at 9:30 p.m.Students show their days.2. Read the words.Look at all the adjectives in the book that students circled before. First, try to write the comparative and superlative forms of these adjectives. Then try to read them aloud. Mak
45、e a model: bigbiggerbiggestStudents show time.Step 4: Consolidation & Extension1. Do a survey and report.Students can leave his/her seat to ask his/her best friend the question “What did you do yesterday?”. Try to get information of his/her life yesterday within a certain time. Then try to write a p
46、assage to describe his/her life yesterday. Make a model:S1: My friend is XXX. He was busy yesterday. He got up late. Then heThe student who does a good job can get a sticker. 2. Make a new game.The teacher takes out some groups of pictures for the card game. Two students work in a group. Choose one group of pictures to do the card game. They can also draw some new animals to make their own cards. Do the game as Mike and Bill did. The teacher can give some help if necessary.Ask several groups to act out their new game.作业板书设计
