人教精通版六年级下册Unit 1 I went to Sanya for my holidays.-Lesson 6-ppt课件-(含教案+视频+音频)-公开课-(编号：42000).zip
1 / 5 Teaching Plan I. Analysis of teaching content Lesson 6is published by peoples education press “proficient in English” the sixth grade 2 unit 1 content. This unit is designed to enable students to communicate in a certain context in English with topics and friends on holiday activities and learning gains. Through previous studies, students have already had a preliminary understanding of the past tense, mastered the past tense of some verbs, and can preliminarily use the past expressions of some verbs to express the past things, combined with the students existing language knowledge, language skills and review of the past study and life, this lesson leads to How did you learn English questions and answers are aimed at further enriching and expanding language content. Through the discussion of learning and harvest, this lesson recognizes the strengths and weaknesses of English and its learning in English and other subjects, learning the strengths of other students and gradually forming their own learning strategies. II. Learning situation analysis The teaching design of this class is mainly based on the content of the teaching material and the age characteristics of the six grade students. It fully embodies the concept of “let the students realize the goal of the task and feel the work by means of perception, experience, practice, participation and cooperation under the instruction and instruction of the teachers.” so that the students feel in the situation. Be subject to, experience and use the knowledge of language learned. On the basis of gradually expanding language content, we should gradually enhance our language proficiency, appropriately expand vocabulary and accumulate language learning experience. III. Teaching objectives and difficulties 1. Teaching objectives Knowledge and skills goals: (1) Students can use sentence patterns: “How did you learn English? We learned English by doing things. We learned from each other.” (2) Students can listen, speak and recognize the following three phrases in relevant contexts: do tasks, have an English party, act in drama, learn from each other. 2 / 5 Process and method objectives: (1) Through visual presentation, rap and ballad, students can master the key sentence patterns in this lesson. (2) Through the creation of situational approach and task-based approach, students can communicate with each other about learning strategies in English. Emotion, attitude and values: Through the discussion of learning and harvest, students can realize their advantages and disadvantages in English and their learning in English and other subjects, and learn the strengths of other students and gradually form their own learning strategies. 2. Teaching emphases and difficulties Teaching emphasis: Students can listen, speak and recognize the following three phrases in relevant contexts: do tasks, have an English party, act in drama, learn from each other. Teaching difficulties: Students can use sentence patterns: “How did you learn English? We learned English by doing things. We learned from each other.” IV. The choice of teaching and learning methods The main purpose of this course is to let students learn the words, phrases and sentence patterns of learning strategies and habits, and learn to use simple sentences in the past tense to communicate the English expression methods of learning methods. The whole course is dominated by autonomous learning and communicative application, so that students can learn language in a relaxed and pleasant atmosphere and achieve the skills of using target language skillfully. Through intuitional method, rap ballad method, creation situation method and task-based teaching method, students can communicate in the actual situation, form a comprehensive language communicative ability and effective learning strategies, actively participate in the classroom activities, improve students ability to study independently and be interested in English learning. V. The choice of teaching aids and learning tools 3 / 5 Teaching aids: multimedia courseware Learning tools: textbooks, English books, exercises VI. Teaching process Step1. Warming-up The teachers and students send greetings in English to each other. And then rap the ballad “wh” By chanting ballads, we can regulate students emotions and activate students knowledge reserves. Step2. Revision Using the multimedia courseware to show the phrases of the learning methods, quickly stimulate the knowledge reserve of the students through the game of answering the answers, and lay a solid foundation for the study of this course, and try to find out what the current way of learning is, that is, “How are we learning English now? Were learning English by playing.” Then, through the talk of “Our English Learning”, we will continue to summarize the methods of learning English, which leads to new teaching content and stimulate the enthusiasm of students to learn English. Step3. Presentation 1. Learn the four meeting words in the situation and use it By showing relevant contexts, students can master the pronunciation, form and meaning of four words skillfully through situational learning. So that students can use natural spell reading, visual presentation method and other methods to help students master the four words learning, and skilled use. By listening and spelling the four words contained in the sentence pattern, the aim is to exercise the students ability to listen, speak, read and spell, and to sum up the methods of learning English at the moment, and draw out the four three phrases of the learning method in this lesson: do tasks, have an English party, act in drama, learn from each other. 2. Learn and use three phrases and key sentences in this situation. Through rap and ballad, students can master the phrases and related sentence 4 / 5 patterns related to learning methods, and can quickly form related knowledge systems. Contact the three session of this class, and through the presentation and practice of the key sentence patterns, lead to the past tense of the verb, let the students turn the verbs involved in the phrases and sentence patterns into its past form according to the existing knowledge reserve, then practice and talk about the key sentence patterns in the course, and carry out the extension exercises, through rap ballads, consolidate the focus of this course. In the process of practice, new language points are drawn out from different levels, reflecting the concept of “learning in English and learning by using” in English learning. It also paved the way for the following exercises. Step4. Practice Teachers can help students consolidate their knowledge by presenting relevant exercises. I. Fill in the blanks. 1. Which do you like best? 2. I can talk in English, I cant sing English songs. 3. What did we learn ? 4. do you like English? 5. I can them in and out of class. II. Write the following sentences. 1. 你们是怎么学习英语的？ 2. 我们通过做事情学习英语。 IIIChoose the right answer. ( )1. What did you do during your holidays? A. We learned many new words. ( )2. How did you get there? B. I went to Sanya. ( )3. What did you learn in the first year? C. Sure. yesterday use subject Why but 5 / 5 ( )4. How did you learn English? D. I went there by plane. ( )5. Did you have a good time? E. We learned it by doing things. It aims to enable students to learn the language goals of this course and the theme of unit learning through the course of this course, and to cultivate students oral and comprehensive language ability in this process. Step5. Consolidation S: Lets interview. How did your classmates learn English? How did you learn English? Through the completion of the small visit, we mainly investigate the students mastery of the knowledge and improve their comprehensive language proficiency. Finally, through the production of different learning methods and methods, we can carry out ideological and moral education for students and sublimate the goal of Ideological Education in this class. VII. Design of blackboard Lesson 6 How did you learn English? We learned English by doing things. We learned from each other.
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1 / 5 Teaching Plan I. Analysis of teaching content Lesson 6is published by peoples education press “proficient in English” the sixth grade 2 unit 1 content. This unit is designed to enable students to communicate in a certain context in English with topics and friends on holiday activities and learning gains. Through previous studies, students have already had a preliminary understanding of the past tense, mastered the past tense of some verbs, and can preliminarily use the past expressions of some verbs to express the past things, combined with the students existing language knowledge, language skills and review of the past study and life, this lesson leads to How did you learn English questions and answers are aimed at further enriching and expanding language content. Through the discussion of learning and harvest, this lesson recognizes the strengths and weaknesses of English and its learning in English and other subjects, learning the strengths of other students and gradually forming their own learning strategies. II. Learning situation analysis The teaching design of this class is mainly based on the content of the teaching material and the age characteristics of the six grade students. It fully embodies the concept of “let the students realize the goal of the task and feel the work by means of perception, experience, practice, participation and cooperation under the instruction and instruction of the teachers.” so that the students feel in the situation. Be subject to, experience and use the knowledge of language learned. On the basis of gradually expanding language content, we should gradually enhance our language proficiency, appropriately expand vocabulary and accumulate language learning experience. III. Teaching objectives and difficulties 1. Teaching objectives Knowledge and skills goals: (1) Students can use sentence patterns: “How did you learn English? We learned English by doing things. We learned from each other.” (2) Students can listen, speak and recognize the following three phrases in relevant contexts: do tasks, have an English party, act in drama, learn from each other. 2 / 5 Process and method objectives: (1) Through visual presentation, rap and ballad, students can master the key sentence patterns in this lesson. (2) Through the creation of situational approach and task-based approach, students can communicate with each other about learning strategies in English. Emotion, attitude and values: Through the discussion of learning and harvest, students can realize their advantages and disadvantages in English and their learning in English and other subjects, and learn the strengths of other students and gradually form their own learning strategies. 2. Teaching emphases and difficulties Teaching emphasis: Students can listen, speak and recognize the following three phrases in relevant contexts: do tasks, have an English party, act in drama, learn from each other. Teaching difficulties: Students can use sentence patterns: “How did you learn English? We learned English by doing things. We learned from each other.” IV. The choice of teaching and learning methods The main purpose of this course is to let students learn the words, phrases and sentence patterns of learning strategies and habits, and learn to use simple sentences in the past tense to communicate the English expression methods of learning methods. The whole course is dominated by autonomous learning and communicative application, so that students can learn language in a relaxed and pleasant atmosphere and achieve the skills of using target language skillfully. Through intuitional method, rap ballad method, creation situation method and task-based teaching method, students can communicate in the actual situation, form a comprehensive language communicative ability and effective learning strategies, actively participate in the classroom activities, improve students ability to study independently and be interested in English learning. V. The choice of teaching aids and learning tools 3 / 5 Teaching aids: multimedia courseware Learning tools: textbooks, English books, exercises VI. Teaching process Step1. Warming-up The teachers and students send greetings in English to each other. And then rap the ballad “wh” By chanting ballads, we can regulate students emotions and activate students knowledge reserves. Step2. Revision Using the multimedia courseware to show the phrases of the learning methods, quickly stimulate the knowledge reserve of the students through the game of answering the answers, and lay a solid foundation for the study of this course, and try to find out what the current way of learning is, that is, “How are we learning English now? Were learning English by playing.” Then, through the talk of “Our English Learning”, we will continue to summarize the methods of learning English, which leads to new teaching content and stimulate the enthusiasm of students to learn English. Step3. Presentation 1. Learn the four meeting words in the situation and use it By showing relevant contexts, students can master the pronunciation, form and meaning of four words skillfully through situational learning. So that students can use natural spell reading, visual presentation method and other methods to help students master the four words learning, and skilled use. By listening and spelling the four words contained in the sentence pattern, the aim is to exercise the students ability to listen, speak, read and spell, and to sum up the methods of learning English at the moment, and draw out the four three phrases of the learning method in this lesson: do tasks, have an English party, act in drama, learn from each other. 2. Learn and use three phrases and key sentences in this situation. Through rap and ballad, students can master the phrases and related sentence 4 / 5 patterns related to learning methods, and can quickly form related knowledge systems. Contact the three session of this class, and through the presentation and practice of the key sentence patterns, lead to the past tense of the verb, let the students turn the verbs involved in the phrases and sentence patterns into its past form according to the existing knowledge reserve, then practice and talk about the key sentence patterns in the course, and carry out the extension exercises, through rap ballads, consolidate the focus of this course. In the process of practice, new language points are drawn out from different levels, reflecting the concept of “learning in English and learning by using” in English learning. It also paved the way for the following exercises. Step4. Practice Teachers can help students consolidate their knowledge by presenting relevant exercises. I. Fill in the blanks. 1. Which do you like best? 2. I can talk in English, I cant sing English songs. 3. What did we learn ? 4. do you like English? 5. I can them in and out of class. II. Write the following sentences. 1. 你们是怎么学习英语的？ 2. 我们通过做事情学习英语。 IIIChoose the right answer. ( )1. What did you do during your holidays? A. We learned many new words. ( )2. How did you get there? B. I went to Sanya. ( )3. What did you learn in the first year? C. Sure. yesterday use subject Why but 5 / 5 ( )4. How did you learn English? D. I went there by plane. ( )5. Did you have a good time? E. We learned it by doing things. It aims to enable students to learn the language goals of this course and the theme of unit learning through the course of this course, and to cultivate students oral and comprehensive language ability in this process. Step5. Consolidation S: Lets interview. How did your classmates learn English? How did you learn English? Through the completion of the small visit, we mainly investigate the students mastery of the knowledge and improve their comprehensive language proficiency. Finally, through the production of different learning methods and methods, we can carry out ideological and moral education for students and sublimate the goal of Ideological Education in this class. VII. Design of blackboard Lesson 6 How did you learn English? We learned English by doing things. We learned from each other.
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