Lesson 1教案和学案内容

人教版英语科第

6 册

《

Unit5 My Favorite Activities 》

导学指南

Period one导学单

【学习目标】

1.

To know the sounds, spellings and meanings of new words. once, twice, three times, often, go fishing, go hiking,

go ice-skating, go swimming.

掌握单词的听说读写。

2.

To grasp the sentence pattern “How often do you…? I often … twice a month.”

运用所学句型,并运用新学单词回答。

【课前自主学习】

1.听录音P57，跟读三遍并家签。（

）

2.本节课的重点单词与词组（写出中英文）：

____________

____________

____________

____________

（

）

（

）

（

）

（

）

____________

____________

____________

____________ （

）

（

）

（

）

（

）

3、我能听读、理解的单词、短语和句子：

________________________________________________________ 4、我会用新单词、短语造句：

________________________________________________________ ________________________________________________________ ________________________________________________________

5、我不会读、不理解或需要帮助的单词、短语和句子：

________________________________________________________ ________________________________________________________ ________________________________________________________

第一课时

The first period 【学习目标】：Learn the new words: once, twice, three times, often, go fishing, go hiking, go ice-skating, go swimming. Sentence patterns: How often do you…? I often … twice a month.

一、Leading in 创设问题

1.Greeting. “What do you do on weekend? How often do you…?”

2.Lead to the topic 3.Today we are going to learn these words today. Can you read?

【设计意图

Purpose】：lead to the topic. 二、自主探究Self-learning

1.Listen to the recording carefully. 2.listen and repeat in a low voice. 3.Listen and repeat loudly. 4.Reading freely. 【设计意图Purpose】：self--learning in different ways. 三、Team work 讨论解疑

1.Read the words in groups.

2.Make sentences or dialogues with the words. 【设计意图Purpose】：Discuss in groups and find out the rules. 四、Presenting展示提升

1.Show :read 2.Make sentences with the words.

3.Teach the word one by one. 4.Write on the blackboard. 五、Practice 当堂检测

1.Say out the words 2.Listening 3.Let’s write

【设计意图Purpose】：various games for acting out. 六、总结回顾Evaluating & Testing

1.Sum up.

2.Morale teaching: To have some free time and enjoy your time. 【设计意图Purpose】：video show used for morale teaching and sum up in general.

【板书设计Blackboard Design】：

Unit5

My Favorite Activities

How often do you…?

I… twice a month.

这节课的板书设计包括两个部分：单词和分组比赛加星的部分，单词的书写用不同颜色笔，渗透记忆单词的方法分音节发等，并且按时间轴的顺序，这样更加直观。句型是学生所学过的句型，提供给学生进行口语交际。

Period Two导学单

【学习目标】

Drills for words: once, twice, three times, often, go fishing, go hiking, go ice-skating, go swimming. Sentence patterns: How often do you…? I often … twice a month.

How often is she/ he…? She/ He often goes…

How often do they…? They often…

【课前自主学习】

1.听录音P57，跟读三遍并家签。（

）

2.找出这些单词的相同点与不同点。

3. 通过自主学习你学到了什么，发现了什么，你的难点在哪里？

___________________________________________________________ 4.我对这节课内容的提问是：

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

【课堂合作任务】：

1、Read the words loudly in your groups, and discuss where you can’t understand.

大声朗读，讨论组内成员不懂的地方。

2、

Watch the video of the dialogue on page 57 .

How often is she/ he…? She/ He often goes…

How often do they…? They often…

3、Listen to the recording o again and repeat quietly. 4、

Listen for the third time and repeat loudly. 5、Read freely and underline the words you can’t read.

第二课时（

Drills ）

【学习目标】：Drills for words: once, twice, three times, often, go fishing, go hiking, go ice-skating, go swimming. Sentence patterns: How often do you…? I often … twice a month.

How often is she/ he…? She/ He often goes…

How often do they…? They often…

一、创设问题

1. Warming-up 1)Greeting 2)A song: How often do you go hiking?

2.Revision

Review the words of this unit, by reading and playing games.

3. Creating a situation: show some pictures, show a picture of winter holiday, ask : How often do you…? ( Point to the things in the picture) 【设计意图】：通过复习来导入新课，能过度自然，复习采用单词游戏同时也有热身的效果，能激发学生的兴趣。设置情境来创设问题，会比单纯的问题来得更自然，同时，情境可以体现语言的实际运用。所创设的问题能激发学生的求知欲望，并引导学生进行思考，从而发现问题，解决问题。

二、自主探究

1. Watch the video of the dialogue on page 57 .

2. Listen to the recording o again and repeat quietly.

3. Listen for the third time and repeat loudly.

4.Read freely and underline the words you can’t read.

【设计意图】：此环节是学生的自主学习环节，教师尽量给学生提供地道的原声英语，让学生听、学、模仿。引导自主学习，通过听、标记，形成良好的自学习惯。

三、讨论解疑

1. Read the dialogues in groups. (Where are you going to stay? I am going to stay in a hotel.)

2. Make up new dialogues with the new words in oral in groups. 【设计意图】：在这一环节教师布置学生通过小组练习读，小组成员之间互相帮助、互相学习，共同完成学习任务。在读完书本的对话之后，结合实际情景，小组内编造类似的对话，这个环节是让学生的语言实际运用能力得到提高，口语交际能力也在这一环节得到提升。

四、展示提升

1、Ask three or four groups to read the dialogues.

2、Ask some groups of students to show their new dialogues.

3、The teacher ask and answer questions by using the sentences patterns, and finish the blackboard design. 【设计意图】：此环节是学生“输出”的体现，能检测学生对重点知识的理解、感悟及应用情况。此环节旨在培养学生的总结归纳以及表达能力，教师通过点拨，攻破本节课的难点知识。

五、当堂检测

1、Do practice 1 on P58 : Listen and circle.

2、Practice 2 on P58 : Ask and answer.

3、Activity 1 on P59 : Answer the questions. 1. How often do you go fishing?I go fishing ________ a week.2. __________ do you play tennis?I play tennis__________ a year.3. ________________go dancing?________________________________.

【设计意图】：第一题检测题是比较基础的听力题，是对本单元重点句型的听的训练，能照顾到下层生，让他们也体验成功的喜悦，增加信心。第二题练习题与第一题练习形成梯度，同时也是对学生“语言实际运用”能力的检测。第三题是对写的练习的渗透。这样三题练习题分别从听、说、读、写方面入手，能多方面检测学生的应用能力。

六、总结回顾

1、Sum up what have you learnt and read the words together. 2、Do more exercises. 3、Are you happy learning in this lesson? Do you enjoy learning in groups? 【设计意图】：用提问的方式，引导学生总结，可以让总结的内容更具体、有效。

此环节是情感目标的升华，对学生的情感态度、价值观、小组合作意识、体验学习的快乐等做进一步的小结。

【板书设计】：

Unit 5

My Favorite Activities

G1

G2

G3

G4

G5

G6

How often do you go hiking?

I go hiking once a month. How often does he go hiking?

He goes hiking once a month

How often do they go hiking?

They go hiking once a month.

【设计意图】：这节课的板书主要是提供句型，供学生进行操练，进行口语交际，板书具有示范性、开放性。

Period Three导学单

【学习目标】

1. Be able to read and act out the conversation. 2. Be able to ask and answer questions about the conversation (comprehending) .

【课前自主学习】

1.听录音P56，跟读三遍并家签。（）

2.本节课的重点词组与句型（写出中英文）：

____________

____________

____________

（

）

（

）

（

）

____________

____________

____________

（

）

（

）

（

）

3.本节课重点句子：

___________________________________________________________

4. 我认为难读、难理解的单词、句子有：

____________________________________________________________________ 【课堂合作任务】：

1、Read the story loudly in your groups, and discuss where you can’t understand.

大声朗读，讨论组内成员不懂的地方。

2、Act the dialogueout . 编对话表演。

第三课时(Conversation) 【学习目标】：1. Be able to read and act out the conversation. 2. Be able to ask and answer questions about the conversation (comprehending) .

一、创设问题

1. Warming-up 1)Greeting 2)A song: How often do you go hiking? 2. Creating a situation: show some pictures of the conversation( Jenny and Tony are talking about their hobbies and ask questions about them. Ask: What does Jenny like? What does Gogo like? Do you have any more questions about the pictures? 【设计意图】：设置情境来创设问题，会比单纯的问题来得更自然，同时，在实际的情境里面可以实现语言的实际运用。此环节所创设的问题既能激发学生的求知欲望，引导学生进行思考，从而发现问题，解决问题，又能帮助学生理解本节课目标对话的内容。

二、自主探究

1. Watch the video of the conversation on page 58 . 2. Listen to the recording o again and repeat quietly. Listen for the third time and repeat loudly. 4.Read freely and underline the sentences you can’t read.

【设计意图】：尽量给学生提供地道的原声英语，让学生听、学、模仿。引导自主学习，通过听、标记，形成良好的自学习惯。

三、讨论解疑

1. Read the conversation in groups. 2. Discuss the answer of the questions on the board.

1) What does Jenny like？

2）How often does Jenny go hiking?

3) How often does Gogo go hiking?

【设计意图】：通过小组练习读，小组成员之间互相帮助、互相学习，共同完成任务。此环节的第二部分是小组讨论并回答问题，问题由老师从对话中提炼出来，回答问题的方式有利于帮助学生理解对话内容。

四、展示提升

1、Ask three or four groups to read the conversation in front. 2、The teacher ask some more questions about the conversation, help the Ss to understand the conversation. 【设计意图】：此环节是学生“输出”的体现，能检测学生对重点知识的理解、感悟及应用情况。此环节旨在培养学生的总结归纳以及表达能力，教师通过点拨，攻破本节课的难点知识，同时通过提炼对话重点内容来渗透英语阅读的方法。

五、当堂检测

1、Try to retell the story.

2、Fill in the blanks. 3.

Pair Work.

１Jenny and Gogo are good friends. Jenny’s hobby is________. She ______hiking _______amonth. Gogo likes__________. But he is not ________ _______it. He ______ ice-skating______ _______ _______a month. Buthe goes to ______ _______ __________about ______ a month.以My Favorite Activities为题写一篇小作文。不少于40个单词。

___________________________________ ______________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【设计意图】：这三个练习都在小组内完成，注重培养学生的合作意识。第一题检测题是让学生复述对话，加深对故事的理解。第二题练习题是在第一题的基础上，拓展到课外，与第一题练习形成梯度，同时也是对学生“语言实际运用”能力的检测。第三题只要是让学生说，锻炼他们的口语。

【板书设计】：

六、总结回顾

1、Sum up what have you learnt today. 2、Have your own hobbies. 3、Are you happy learning in this lesson? Do you enjoy learning in groups? 【设计意图】：用提问的方式，引导学生总结，可以让总结的内容更具体、有效。

此环节是情感目标的升华，对学生的情感态度、价值观、小组合作意识、体验学习的快乐等做进一步的小结。

Unit 5

My Favorite Activies

G1

G2

G3

G4

G5

G6

How often do you go hiking? I go hiking about three times a month.

【设计意图】：这节课的板书设计包括两个部分：

问题与答案。问题是教师从课文中提炼出来的，是由教师板书的，问题的答案是叫个别学生来写的，让学生完成板书，可以检查学生的答案是否正确，可以起到借鉴的作用，方便教师讲解。同时可以鞭策学生认真书写，下次可能谁都会有机会叫上来板书。

第四课时( Sounds and words ) 【学习目标】：1. Be able to say the sounds: [au] 2.

Be able to say the word: wow, how, cow, down, brown, flower 【课前自主学习】

1.听录音P59，跟读三遍并家签。（）

2.本节课的重点词组与句型（写出中英文）：

____________

____________

____________

（

）

（

）

（

）

____________

____________

____________

（

）

（

）

（

）

3.本节课重点单词：

___________________________________________________________

4. 我认为难读、难理解的单词、句子有：

____________________________________________________________________ 【课堂合作任务】：

1、Read the words.

大声朗读，讨论组内成员不懂的地方。

2、Act the words and find out more words with the same sound. 编对话表演。

一、创设问题

1. Warming-up 1）Greeting 2）A song: How often do you go hiking

2.Revision

Review some words and How often do you…? I often … twice a month.

How often is she/ he…? She/ He often goes… How often do they…? They often…

3. Creating a situation: show the sound cards and word cards, and ask questions about them. Ask: Do you have questions about them? Can you say them all? 【设计意图】：设置情境来创设问题，会比单纯的问题来得更自然，同时，情境可以体现语言的实际运用。所创设的问题能激发学生的求知欲望，并引导学生进行思考，从而发现问题，解决问题。

二、自主探究

1. Listen to the recording of the sounds : [ au ] .And

the words:

wow, how, cow, down, brown, flower

2. Listen again and repeat quietly. 3. Listen for the third time and repeat loudly. 4.Read freely and underline the words you can’t read.

【设计意图】：尽量给学生提供地道的原声英语，让学生听、学、模仿。引导自主学习，通过听、标记，形成良好的自学习惯。

三、讨论解疑

1. Read the new words in groups. 2. Make sentences or dialogues with the new words in oral in groups. 【设计意图】：通过小组练习读，小组成员之间互相帮助、互相学习，共同完成任务。不限定学生朗读的方式，充分给学生施展个性的机会。

四、展示提升

1、Ask three or four groups to read the words.

2、The teacher teaches the new words and the methods of learning these new words, and ask and answer questions about the new words. 【设计意图】：此环节是学生“输出”的体现，能检测学生对重点知识的理解、感悟及应用情况。此环节旨在培养学生的总结归纳以及表达能力，教师通过点拨，攻破本节课的难点知识。

五、当堂检测

1、Play some word games. (To practice reading the words.) 2、Listen and chant. (P 63) 3、Think about other words that have the sounds:

[au] ,and write it down.

【设计意图】：第一题检测题是比较基础的游戏，是对听和说的练习，能照顾到下层生，让他们也体验成功的喜悦，增加信心。第二题练习题，与第一题练习形成梯度，同时也是对学生“语言实际运用”能力的检测。第三题是对写的练习的渗透。这样三题练习题分别从听、说、读、写方面入手，能多方面检测学生的应用能力。

六、总结回顾

1、Sum up what have you learnt and read the words together. 2、To be kind to your friends.

3、Are you happy learning in this lesson? Do you enjoy learning in groups? 【设计意图】：用提问的方式，引导学生总结，可以让总结的内容更具体、有效。

此环节是情感目标的升华，对学生的情感态度、价值观、小组合作意识、体验学习的快乐等做进一步的小结。

【板书设计】：

Unit 5

My Favorite Activities( Sounds and words )

G1

G2

G3

G4

G5

G6

[au]

wow

how cow

down

brown

flower

【设计意图】：这节课的板书设计包括三个部分：语音、单词和分组比赛加星的部分，单词的书写用不同颜色笔标注发音部分，可以帮助学生进行归纳

。把发相同音的单词放在同一行，让这节课的重难点一目了然。