中小学教育资源及组卷应用平台
Unit 4单元整体教学设计
单元课题 六年级上册 教材页码 P26-33
单元主题 意义 本单元复习对过去干什么的描述，围绕健康与习惯的话题以过去时态展开讨论,以及有关交通方式的话题。学生能够在实际情景中运用过去时态的形式对他人进行询问以及会用过去时态进行交流。复习的知识点有:动词的过去式形态的变化，过去式的特殊疑问句和否定形式变化，字母组合 ou、ow、ar 在单词中的发音。
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四单元。本单元的主题为复习Unit1-Unit 3三个单元关于健康与习惯的话题以过去时态展开讨论,以及有关交通方式的话题内容。 2.纵向知识关联： 功能：询问并回答，介绍，描述。 话题：巩固复习Unit1-Unit 3三个单元话题内容。 语言知识： 2（下）Unit 5 How do you go to school How do you go to school every day On the school bus.4（上）Unit 4 RevisionBell invented the telephone in 1876. People first used the cell phone in 1975. 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 5(上)Unit 6 What are your favourite sports I saw some old people skiing today.5（上）Unit 7 What will you do in Chengdu Are you going there by train No, we are going by plane.6(上)Unit 1-5一般过去时
3.横向知识关联： 本单元作为复习单元，主要复习Unit1-Unit 3三个单元的话题内容。复习的知识点有:动词的过去式形态的变化，过去式的特殊疑问句和否定形式变化，字母组合 ou、ow、ar 在单词中的发音。 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： 通过对前三个单元的学习，学生已经掌握对过去干什么的描述，围绕健康与习惯的话题以过去时态展开讨论，以及有关交通方式的话题的相关内容。 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谈论旅行经历的过程中学会描述旅行时间、地点、出行方式、特殊事件等；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.能够尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用； 2.能够进一步巩固Unit1-Unit3单元所学的核心知识和关键话语，能够结合具体话题和情景进行恰当地表达； 3.能够区分一般现在时、一般过去时、一般将来时这三个时态的不同特点，并在语境中正确运用；
第一课时教学设计
一、教学目标
通过本课学习，学生能够：
1.在看、听、说的活动中，能够尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用；(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，围绕旅行经历、看病就医和出行方式话题讨论，能够结合具体话题和情景进行恰当地表达。（迁移创新）
完成本课时目标所需要的核心语言如下：
What did you do …
What happened to …
How did you go to…
二、教学重难点
1. 能够借助听、说、读、写等不同的活动综合复习并强化1-3个单元的核心语言知识，并能够在训练中提高梳理归纳、捕捉关键信息、提炼概括等策略和能力。
2. 能够区分一般现在时、一般过去时、一般将来时这三个时态的不同特点，并在语境中正确运用。
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，尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用。 1.Lead in 通过前面三个单元的学习，你掌握怎样询问和回答过去做了什么事的相关表达了吗？我们一起看一看下面这段视频，考查你对所学内容的理解和掌握程度吧。播放视频，组织学生仔细观看视频，然后根据视频内容进行互动问答。复习询问和回答过去做过某事的相关表达。 2. Let’s watch 播放视频，组织学生仔细观看视频，认真听并记忆视频中人物的相关表达，然后根据视频内容，互动问答询问和回答过去做了什么事的相关表达。 3. Ask and answer 组织学生根据视频内容，互动问答回顾、复习询问和回答过去做了什么事的相关表达： What did the boy do yesterday He flew a kite at the park. What did the girl do yesterday She read books. What did the teacher do yesterday She made cookies. 4. Look and say 听一听，同学们假期都去了哪里？做了哪些事？出示图片，组织学生尝试描述图片中人物做了什么事。考查学生对描述他人过去做过某事的表达的理解和掌握程度。 Mike visited his grandma. Mike took pictures. Yangyang visited some museums. Lingling washed the dishes. Baobao had a headache. Baobao played computer games. 5. Listen and decide 出示图片，播放音频，组织学生根据音频内容，判断其与图片描述的是否一致。考查学生对描述他人做过某事的表达的理解和掌握程度的同时，锻炼学生的听力能力。 6. Think and share Tips for listening exercise 听前：仔细观察图片信息，尝试预测听力内容。 听中：认真倾听，获取关键信息，比如时间、地点、人物、事件等。 听后：回顾听力内容，仔细核对答案。 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。 教师观察学生能否对核心语言进行有效应用。 教师观察学生能否对核心语言进行有效应用。 教师组织学生阅读、理解并记忆关于解决听力问题的小提示，帮助学生更好地完成听力相关练习。
设计意图：本阶段活动旨在帮助学生在语篇中通过感知核心语言自然习得核心词汇，尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用。学生在教师的指导下从大意到细节逐步理解篇章内容，由义及形，由形及音逐步习得新词，同时分析、推理等语言思维也得到有效发展。
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. Look and say 出示图片，组织学生仔细观察图片中的人物，他们怎么了？导致他们这样的原因事什么？你能给他们提点建议吗？考查学生对前面三个单元所学内容的理解和掌握程度的同时，锻炼学生的口语表达能力。 2. Read and imitate 出示图片和例句。组织学生观看图片和例句，了解三个句子使用的不同时态。然后根据例子，和接下来的图片，仿写句子。 I did my homework yesterday. I do my homework every day. I will do my homework tomorrow. I went shopping last week. I go shopping every week. I will go shopping next week. I saw a film last month. I see a film every month. I will see next month. I went on a vacation last year. I go on a vacation every year. I will go on vacation next year. 3. Let’s act 出示图片，组织学生根据图片，练习询问并回答过去做过某事的相关表达： What did you do yesterday Yesterday, I played football. What did you do yesterday Yesterday, I went swimming. What did you do yesterday Yesterday, I watched TV. What did you do yesterday Yesterday, I visited the museum. 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。 教师观察学生能否对核心语言进行有效应用。
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，尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用。
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，尝试归纳梳理关于旅行经历、看病就医和出行方式等不同话题的核心词汇与句型，并能在相应情境中正确运用 1. Let’s read 出示图片和短文内容，组织学生阅读短文，然后根据短文内容完成下面的各项练习。考查学生对一般过去时时态的理解和掌握程度的同时，锻炼学生的阅读理解能力、逻辑分析能力和综合判断能力。 2. Look and match 出示图片，组织学生根据短文内容，把图片中的四大发明与之对应的名称进行连线。考查学生对短文的理解和掌握程度。 3. Tick or cross 组织学生根据短文内容，判断所给句子的表达是否准确。考查学生对短文的理解和掌握程度的同时，锻炼学生的逻辑分析、综合判断能力。 4. Think and share Correct the wrong statements in Task 1 and write down the correct ones. 组织学生根据短文内容，把上一题中错误的表达改正过来。考查学生的阅读理解综合能力。 5. Homework Must do: 1. Read the passage. 2. Master the sounds of letter “z”. Choose to do: 1.Write a trip log for your unforgettable trip. 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。 教师观察学生能否对核心语言进行有效应用。 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。 教师观察学生能否对核心语言进行有效应用。 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。(共42张PPT)
Unit 4 Revision
北京版六年级上册
Lesson 13
Have you mastered how to ask what you did in the past Let’s watch a video. Then ask and answer.
Let’s watch
Ask and answer
What did the boy do yesterday
He flew a kite at the park.
Ask and answer
What did the girl do yesterday
She read books.
Ask and answer
What did the teacher do yesterday
She made cookies.
Listen! Where did they go
What did they do
Look and say
Mike visited his grandma.
Mike took pictures.
Look and say
Yangyang visited some museums.
Lingling washed the dishes.
Look and say
Baobao had a headache.
Baobao played computer games.
Listen and decide
√
×
√
×
×
√
Listen and check
1.Mike went back to Canada to see his grandparents.
2.Yangyang took a lot of photos in Canada.
3.Yangyang visited some museums this summer.
4.Lingling washed her clothes.
5.Baobao had a toothache.
6.Baobao played computer games last night.
Think and share
Tips for listening exercise
听前：仔细观察图片信息，尝试预测听力内容。
听中：认真倾听，获取关键信息，比如时间、地点、人物、事件等。
听后：回顾听力内容，仔细核对答案。
Let’s talk! What happened to him/her Why What should she/he do
Look and say
What happened to her
She had a bad toothache.
Look and say
Why did she have a toothache
Because she ate too much
cakes, candies and chocolate.
Look and say
What should she do
She should stop eating
too much sweet food. It’s bad for her teeth.
Look and say
What happened to him
He hurt his legs.
Look and say
Why did he hurt his legs
Because he fell off the bike.
Look and say
What should he do
He should be more careful next time. He should not ride too fast. It's dangerous.
Let’s write! What did they do “yesterday” What do they do “today” What will they do “tomorrow”
Read and imitate
I did my homework yesterday.
I do my homework every day.
I will do my homework tomorrow.
do homework
Think and share
I did my homework yesterday.
I do my homework every day.
I will do my homework tomorrow.
一般
过去时
一般
现在时
一般
将来时
yesterday
every day
tomorrow
Think and share
时间标志
一般过去时
一般现在时
一般将来时
yesterday, before, ... ago, last+时间词，如：last week, last month 等。
today, often, usually, always, sometimes,
every+时间词, 如：every day, every week 等
tomorrow, in the future, next+时间词，
如：next week, next month等
Read and imitate
go shopping
______________________________ last week.
______________________________ every week.
______________________________ next week.
I went shopping
I go shopping
I will go shopping
Read and imitate
see a film
______________________________ last month.
______________________________ every month.
______________________________ next month.
I saw a film
I see a film
I will see
Read and imitate
go on vacation
______________________________ last year.
______________________________ every year.
______________________________ next year.
I went on a vacation
I go on a vacation
I will go on vacation
Let’s act
What did you do yesterday
Yesterday, I played football.
Let’s act
What did you do yesterday
Yesterday, I went swimming.
Let’s act
What did you do yesterday
Yesterday, I watched TV.
Let’s act
What did you do yesterday
Yesterday, I visited the museum.
The compass (指南针), gunpowder, papermaking, and printing (印刷术) are the four great inventions of ancient China. What do you know about the four great inventions of ancient China. Let’s read!
Let’s read
The Compass
The earliest compass appeared in the 4th century BC. Then during the Song Dynasty people used this magnetic (有磁性的) device to show the direction of south. They used an iron “fish” in a bowl of water and this “fish” could point south. Later, they made dry compasses.
Let’s read
Gunpowder
The Chinese people discovered gunpowder in the 9th century when they were searching for something that could help them live longer. Later, people used gunpowder to make fireworks. People in the West began to use gunpowder in war.
Let’s read
Papermaking
Papermaking dates back to very ancient times in China. Cai Lun of the Han Dynasty improved the papermaking process. He used silk, fibre, fishnets, and many other things to make paper. From the 3rd century on wards, people began to use paper for writing.
Let’s read
Printing
The Chinese people began to use wood block printing as early as the 3rd century. Many years later, Bi Sheng invented a ceramic ( 陶质的 ) movable type of printing. Later, people used other movable types of printing such as wooden and metal types.
Look and match
The compass
Gunpowder
Printing
Papermaking
Tick or cross
( ) 1. The earliest compass appeared during the 4th century BC.
( ) 2. The earliest compass was the dry compass.
( ) 3. People in the West started to use gunpowder in war.
( ) 4. From the 2nd century, people began to use paper for writing.
( ) 5. Cai Lun invented the movable type method of printing.
( ) 6. At first, the Chinese people used woodblock printing.
√
×
√
×
×
√
Think and share
Correct the wrong statements in Task 1 and write down the correct ones.
2. The earliest compass was not the dry compass.
4. From the 3rd century, people began to use paper for writing.
5. Bi Sheng invented the movable type method of printing.
Homework
Must do:
1. Read the passage.
2. Get the key points of the passage.
Choose to do:
1.Share the four great inventions of ancient China with your friends.
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