中小学教育资源及组卷应用平台
Unit 2单元整体教学设计
单元课题 六年级上册 教材页码 P10-17
单元主题 意义 本单元围绕描述事故而展开，主要学习“询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议”，通过学习，学生能够询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议，并且能够增强安全运动意识，关注饮食健康并能主动关心他人健康。本单元的核心知识是：学习一般过去时询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。“What happened to your … Why did you … Because …. What did you say, Doctor ”。
教学内容分析 1.来源&内容： 本课出自北京版小学英语六年级上册第二单元。本单元的主题为Describing an accident，通过三个对话的学习及阅读拓展语篇，学生能够询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。 2.纵向知识关联： 功能：询问并回答，介绍，描述，情感。 话题：一般过去时询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议。 语言知识： 4（下）Unit 2 What’s wrong with you What’s wrong with you, Baobao I have a headache. 4（下）Unit 7 What happened to the floor What happened to the boy What happened to the floor 6(上)Unit 1-5一般过去时
3.横向知识关联： 第一单元初步学习了一般过去时态的构成和使用，第二单元是将该知识运用于就医情境中。 三课都需要重点学习和不断强化的是： 1.用 what happened to--- / What did he said 对过去经历进行询问和回答。 2.掌握一般过去时的基本句式以 when，what，how 提问的特殊疑问句和否定句。 4.单元探究设计：
学情分析 1.年龄特征： 六年级是小学阶段最后一个年级，高年级学生较中、低年级学生具有更成熟的认知能力和心理特征，对自身及周边的事物逐步有了自己独立的理解和认识。但不同学生的具体表现有很大差异，英语基础好的同学对英语有较强的求知欲和兴趣，能够把所学内容与生活实际相联系，并在课程教学过程中积极参与课堂教学活动，喜欢丰富多样的课堂活动形式，如畅读歌谣、对话表演、改编故事等，而一些学困生对英语学习的积极性不高，对英语课堂或家庭作业都是敷衍应付。 2.知识储备： 学生学过用简单的语言询问他人身体状况，如What’s wrong with you What’s the matter with you What happened to you 等，以及描述自己身体状况，如I have a headache. I have a flu.；其次，学生对一般过去时并不陌生，之前的学习中已有初步涉及。 3.能力水平： 六年级的学生已具备能够准确从对话当中提炼主要信息的能力；能在语境当中用合适的日常用语询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议；能掌握一般过去时，分辨一般过去时和一般现在时的使用方法及情景。
单元目标 在本单元教学结束之际，学生能： 1. 能听、说、读、写核心词汇young, neck, but, football, match, myself, cry, lunch, chocolate, supper。 2. 能在语境中学习句型—Why did you stand on your head —Because I wanted to practice kung What happened to your neck What did you say，Doctor 能在语境当中用合适的日常用语询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议; 3. 通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助； 4. 了解欧美国家的家庭医生。
第四课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，巩固复习询问他人身体状况、给别人提建议等功能用语;(学习理解）
2.在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价；（应用实践）
3.在小组内进行真实语境的创设，询问他人身体状况、给别人提建议,通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助。（迁移创新）
完成本课时目标所需要的核心语言如下：
—What happened to you
—I ….
二、教学重难点
1.学生能够在真实情境中运用询问他人身体状况、给别人提建议等功能用语。
2. 学生能够正确读出含有字母y的单词，知道字母y在单词中的几种不同发音。能正确朗读韵文句子。
三、教学过程
教学目标 学习活动 效果评价
学习理解 在看、听、说的活动中，获取和梳理对话信息，巩固复习询问他人身体状况、给别人提建议等功能用语。 1.Lead in Little Piggy 为什么去看医生？他怎么了？山羊医生给了他怎样的建议？你还记得吗？我们一起回顾一下。 你还记得Mike和Yangyang都哪里受伤了吗？接下来我们根据短文回顾一下他们的病情及病因。我们一起来看一下吧。 2. Let’s read Mike和Yangyang分别哪里受伤了？怎么受伤的？组织学生阅读短文，然后回答问题。 3. Read and answer 组织学生阅读短文，然后回答问题。 Why did Mike stand on his head Because he wanted to practice kung fu. Why did the doctor say Mike was lucky Because he didn’t break his neck. What did Mike have to do He had to take an X-ray. What happened to Yangyang He hurt his right leg. Why was Yangyang’s mum upset Because Yangyang often hurts himself. What did Yangyang say to his mum He said he would be careful next time. 4. Learn the sounds 回顾了Mike, Yangyang和Little Piggy的病情及病因，我们学会了如何询问别人的病情及病因，以及如何给别人提出合理建议。本单元的学习中，我们接触到了一些含有字母y的单词，接下来我们就学习一下字母y和字母组合ay的发音规则。 5.Read and think 通过例句，巩固学习字母y和字母组合ay的发音规律。通过分析句子中字母y和字母组合ay的发音组织学生自己总结其发音规律。 创设情景，让学生在具体情景中学习话题相关内容，引导学生积极参与互动和交流，学生能主动分享个人对该主题已有的知识、经验，教师根据需要调整提问方式进行追问或予以鼓励，预热学生提取关键信息的能力。 教师主动引导，观察学生的分步阅读任务的有效度、获取关键信息的能力。 教师观察学生对细节信息提取的速度和准确性。 教师根据学生对篇章的理解，启发思维，引导学生自主发现问题，通过分析、比较、归纳解决发音规律问题。 引导学生积极参与互动和交流，学生能主动分享个人对语音拼读的已知经验，教师为学生提供多种表达机会。
设计意图：本阶段活动旨在帮助学生在语境中通过感知核心语言到自主拼读，理解文本内容，学习音形规律。学生在教师的指导下阅读、发现、选择、听音、观看视频、游戏互动，从感知到尝试拼读再到自主拼读和有效阅读，同时语言思维也得到有效发展。学生通过发表自主想法、跟读进一步理解、内化核心语言，为下一步语言输出奠定基础；同时价值观的渗透在任务完成的过程中主动完成。
教学目标 学习活动 效果评价
应用实践 在教师和同伴的帮助下，分角色表演对话，演绎对话场景，呈现核心语言在真实语境中的运用，并会对其中的语言、行为以及同伴的表现进行多角度评价 1. Listen and choose 通过本单元的学习，我们知道如何询问他人的病因、病情及如何给他人提出合理的建议。那么接下来我们就实践练习一下本单元的重点知识。 出示图片，播放录音，组织学生根据音频内容，从所给图片中圈出与描述相符的一张。 考查学生对本单元重点内容的理解和掌握程度。 2. Look and say 出示图片，组织学生根据图片进行对话练习。巩固练习本节课重点句型：What happened to you I …. What happened to you I hurt my leg. What happened to you I scratched my finger. What happened to you I hurt my neck. 3. Think and share 学习了Mike, Yangyang和Little Piggy的故事，针对他们不同的病情，你想对他们说些什么呢？想一想，说一说吧。 Mike, be careful when you are doing sports. Yangyang, you should learn more to protect yourself. Little Piggy, you had better take a long walk and you should stop eating too much. 4. Let’s write 出示图片和短文内容，组织学生根据图片和所给文章内容，从方框中选择合适的单词把缺失的部分补充完整。 I did not have a big ______ yesterday because I was going to have a _______ match in the afternoon. My team won the match, ____ I hurt my ______. I _____ in the hospital. My mother brought some ________ to make me feel better. 5.Let’s say 根据上面的短文内容，试着说一说图中的男孩发生了什么。 What happened to him 教师观察学生能否对核心语言进行有效应用。 教师观察学生在语境中运用核心语言进行问答和交流的情况，根据学生表现予以指导和反馈，学生会对核心语言进行有效应用和实时创新。 教师观察学生的参与度和完成的准确性，及时予以指导并为下节课活动设置提供改进方案。 教师记录学生选择任务难度的情况，并课后分析学生的对应行为。 教师观察学生的参与度和完成的准确性，及时予以指导并为下节课活动设置提供改进方案。
设计意图：通过自主发表看法和意见，让学生在交际中巩固所学内容，从中体验、实践、交流和探究语言，达成逐步熟悉词汇的意义和功能。从学习理解过渡到应用实践，能够根据日常生活实际对假期活动进行交流分享，自然渗透情感教育。
教学目标 学习活动 效果评价
迁移创新 在小组内进行真实语境的创设，学习病运用询问他人说了什么和提出合理建议的相关表达。 1.Let’s discuss 本单元学习了询问他人身体状况、说明状况发生原因及如何针对特定情况给出合理建议的相关表达。那么，现在你能说一说，我们该如何保持身体健康了吗？ How to keep healthy 现在，大家都能说一说我们该如何保持身体健康了。身体是革命的本钱，祝福大家身体健康。 2. Homework Must do: 1. Listen and read the passage. 2. Master the sounds of letter “y” “ay”. Choose to do: 1. Write a short passage about how to keep healthy. 教师观察学生对细节信息提取的速度和准确性。 教师鼓励学生积极参与创意作业的完成并进行自评。
设计意图：本阶段作业活动旨在帮助学生在迁移的语境中，创造性地运用所学语言，交流，为学生提供自由运用语言的平台，让学生在乐趣中使用语言解决问题，培养学生的合作能力和表达能力，发展学生语言思维；同时在完成作业的过程中，学生从课本走向现实生活，在探索和动手解决问题的过程中发展语用能力，通过询问他人的情况,学会关心他人,并能为他人提供相应的帮助。(共26张PPT)
Unit 2 What happened to your neck
北京版六年级上册
Lesson 8
How can we keep healthy
What happened to Little Piggy
Let’s review
was crying
had a stomachache
ate too much
take a long walk and don’t have supper
stop eating too much and exercise more
How can we keep healthy
What happened to Mike and Yangyang Let’s read and review.
Let’s read
Mike is interested in Chinese kung fu. He stood on his head and hurt his neck. The doctor told him that was very dangerous. Mike was lucky. He did not break his neck, but he still had to take an X-ray.
Read and answer
Why did Mike stand on his head
Because he wanted to practice kung fu.
Why did the doctor say Mike was lucky
Because he didn’t break his neck.
What did Mike have to do
He had to take an X-ray.
Let’s read
Yangyang is a good football player. He played hard and hurt his right leg. His mum was upset because Yangyang often hurts himself. Yangyang said he would be careful next time.
Read and answer
What happened to Yangyang
He hurt his right leg.
Why was Yangyang’s mum upset
Because Yangyang often hurts himself.
What did Yangyang say to his mum
He said he would be careful next time.
Learn the sounds
/i/
happy
baby
lucky
slowly
funny
rainy
windy
snowy
Learn the sounds
/ai/
by
fly
sky
cry
try
why
Learn the sounds
/j/
yes
year
young
yellow
yet
you
yesterday
your
Learn the sounds
/ei/
may
way
play
stay
day
say
lay
pay
Read and think
The baby is playing with a yellow ball.
Planes fly in the sunny sky.
/i/
/ei/
/j/
/ai/
/i/
/ai/
Listen and choose
Listen and check
1.—Why did Little Piggy go to see the doctor
—He had a stomachache.
2.—What happened to your right arm
—I played a basketball match last weekend and hurt it.
Look and say
What happened to you
I hurt my leg.
Look and say
What happened to you
I scratched my finger.
Look and say
What happened to you
I hurt my neck.
Think and share
Mike, be careful when you are doing sports.
Yangyang, you should learn more to protect yourself.
Little Piggy, you had better take a long walk and you should stop eating too much.
Can you give them some advice
Let’s write
I did not have a big ______ yesterday because
I was going to have a _______ match in the afternoon.
lunch
football
My team won the match, ____ I hurt my ______.
I _____ in the hospital. My mother brought
some ________ to make me feel better.
neck
but
cried
chocolate
cried lunch neck chocolate football but
Let’s say
What happened to him
didn’t eat a big lunch
had a football match
hurt his neck
cried in the hospital
brought some chocolate
Let’s discuss
How to keep healthy
How can we keep healthy
I think you have known how to keep healthy. The body is the capital of revolution. I wish you all good health.
Homework
Must do:
1. Listen and read the passage.
2. Master the sounds of letter “y” “ay”.
Choose to do:
1. Write a short passage about how to keep healthy.
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