人教版 (PEP)六年级上册Unit 4 I have a pen pal综合与测试教案
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这是一份人教版 (PEP)六年级上册Unit 4 I have a pen pal综合与测试教案,共32页。
1. 知识目标
(1)能够听、说、读、写单词:dancing, singing, reading stries, playing ftball, ding kung fu, cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking
(2)能够听、说、认读单词:pen pal, hbby, jasmine, idea, Canberra, amazing, shall, gal, jin, club, share
(3)能够听、说、读、写句型:
—What are Peter’s hbbies? —He likes reading stries.
—Des he live in Sydney? —N, he desn’t.
—Des he like ding wrd puzzles and ging hiking?
—Yes, he des.
(4)知道正确使用英语句子中通常需要重读哪些单词。
2. 能力目标
(1)能够正确使用dancing, singing, reading stries, playing ftball, ding kung fu, cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking单词和词组谈论或描述自己的兴趣爱好和日常生活。
(2)能够在情境中恰当运用以下句型谈论他人的爱好与个人信息。
—What are ...’s hbbies?—He/She likes...
—Des —Yes, he/she des. N, he/she desn’t.
(3) 能够在图片的帮助下正确理解并按意群及语音、语调朗读公告栏内的四则广告,运用本课所学核心句型口头描述自己的爱好,同时能仿照范例编写自己的交友广告。
3.情感目标
培养通过了解对方的兴趣爱好结交朋友的意识
教学重难点
1. 教学重点
(1) 能够听、说、读、写单词:dancing, singing, reading stries, playing ftball, ding kung fu, cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking
(2) 能够听、说、读、写句型:
—What are Peter’s hbbies? —He likes reading stries.
—Des he live in Sydney? —N, he desn’t.
—Des he like ding wrd puzzles and ging hiking?
—Yes, he des.
(3) 能够在情境中恰当运用以下句型谈论他人的爱好与个人信息。
—What are ...’s hbbies?—He/She likes...
—Des —Yes, he/she des. N, he/she desn’t.
2. 教学难点
能够正确的使用一般现在时的一般疑问句形式询问个人信息。
教学方法
任务型教学法、合作探究法、情景交际法、活动化教学法。
教学时间
本单元共分六课时教学。
第一课时
课时内容
A Let’s try; Let’s talk
课时目标
1. 能够听、说、认读单词:pen pal, Jasmine Flwer, idea
2. 能够听、说、读、写句型:
—What are Peter’s hbbies? —He likes reading stries.
3. 能够理解对话大意并能按照正确的音及语音、语调朗读对话。
4. 能够在情景中运用句型What are...’s hbbies? He/She likes...交流相关内容。
5. 培养学生通过了解兴趣爱好结交朋友的意识,持续培养学习英语的兴趣。
课时重难点
1.重点
(1)能够听、说、认读单词:pen pal, Jasmine Flwer, idea
(2)能够听、说、读、写句型:
—What are Peter’s hbbies? —He likes reading stries.
(3)能够理解对话大意并能按照正确的音及语音、语调朗读对话。
(4)能够在情景中运用句型What are...’s hbbies? He/She likes...交流相关内容。
2.难点
能够在情景中灵活运用句型What are...’s hbbies? He/She likes...谈论兴趣爱好。
教学准备
多媒体课件、词卡、录音机和磁带、
教学过程
Step 1 Warm up
1. Greeting
T: Gd mrning ,bys and girls.
Ss: Gd mrning, teacher.
T: Nice t see yu again.
Ss: Nice t see yu, t.
T: Befre ur class, let’s play a game.
2. Review sme phrases
(1)我来做,你来说。
讲桌上摆放一些卡片,如:sing, dance, read stries, play ftball, d kung fu。请一名学生到讲台前,随意拿起一张卡片,然后根据卡片的内容做出动作,其他学生猜出单词和和短语。
(2)说出动词的现在分词。
教师依次呈现sing, dance, read, play , d的词卡,学生说出对应的现在分词,并拼出来。如:教师呈现sing的词卡,学生说出sing, singing, S-I-N-G-I-N-G。
3. Ask and answer
T: What are yur hbbies?
S1: I like... What are yur hbbies?
S2: I like...
...
Step 2 Lead in
T: In ur daily life, we have many friends. Hw d we make friends? Smetimes we make friends nline. Fr example, we can make friends thrugh emails r letters. We dn’t have t meet them in persn. We call them pen pals. (板书pen pal,带读,齐读。)
Step 3 Presentatin
1. Let’s try
(1)T: Nw,Zhang Peng is talking with Oliver abut his pen pal, Peter. What are his hbbies? Guess.
Des he like playing ftball?(引导学生猜测。)
(2) 听录音,引导学生读题并回答,核对答案。
2. Let’s talk
(1)T: D yu want t knw mre abut Peter? Lk at the picture.(呈现A Let’s talk的人物图。)What is he ding?
Ss: He’s reading bks.
T: Yes, he likes reading. He has many hbbies. What are his hbbies? Let’s have a lk at the text.
(2) 带着问题自读课文,并用直线画出答案。
Where des Peter live? What are Peter’s hbbies?
(3)理解课文。
a. T: What are Peter’s hbbies?(板书句子。)
S1: He likes reading stries/ding kung fu/swimming/singing.(板书句子,注意like后面的s要用不同颜色标出,理解句子,齐读句子,解释like后面动词-ing形式的用法。)
T: Where des he live?
Ss: He lives n the farm.(课件呈现句子,理解句子。)
T: S smetimes he reads t the cws.(课件呈现句子,理解句子。)
b. 齐读句子,特别强调在肯定句中动词第三人称单数形式的词尾变化。
He likes reading stries.
He lives n the farm.
S smetimes he reads t the cws.
c. T: What are Zhang Peng’s hbbies?
Ss: He likes singing.
T: S, he is ging t teach him the Chinese sng “Jasmine Flwer”.(引导学生回答,课件呈现句子。教学Jasmine Flwer,理解句子,带读句子,齐读句子。)
d. 播放Jasmine Flwer,学生欣赏。
(4)播放录音,学生跟读。
(5)分角色朗读课文。
(6)仿编课文,指组表演。
Step 4 Practice
1. 心有灵犀
请两名同学上台,一名学生根据教师的纸条提示表演动作,其他学生提问:What are her/his hbbies? 另一名学生回答:He/She likes...可以进行男女生对抗赛,看哪一组在规定时间内猜出的最多。
设计意图:巩固和操练核心句型What are her/his hbbies? He/She likes...
2. 小小调查员
调查同桌好朋友的兴趣爱好,然后汇报。
调查问题:Wh is yur best friend?
What’s he/she like?
What are his/her hbbies?
学生汇报示范:
______ has a friend. Her /His name is_______. She/He is _______. She/He likes__________.
Step 5 Summary
T: What did yu learn abut this class?
学生们自由说,教师总结。
T: 1. like后面动词加-ing形式的用法。
学习了兴趣爱好的句型:What are...’s hbbies? He/She likes...
Step 6 Hmewrk
抄写本课时Let’s talk并背诵
完成同步学堂配套练习
板书设计
B Let’s talk
What are Peter’s hbbies? pen pal 笔友
He likes reading stries/ding kung fu/swimming/singing. Jasmine Flwer
(like+动词-ing) 茉莉花
教学反思
第二课时
课时内容
A Let’s learn; D a survey
课时目标
(1)能够听、说、读、写单词和词组:singing, dancing, reading stries, playing ftball, ding kung fu
(2)能够运用上述单词和词组描述自己的兴趣爱好。
(3)能够运用句型What are yur hbbies? I like...谈论兴趣爱好。
(5)激发学生学习英语的热情,树立学好英语的信心。
课时重难点
1.重点
(1)能够听、说、读、写单词和词组:singing, dancing, reading stries, playing ftball, ding kung fu
(2)能够运用上述单词和词组描述自己的兴趣爱好。
(3)能够运用句型What are yur hbbies? I like...谈论兴趣爱好。
2.难点
谈论兴趣爱好句型的灵活运用。
教学准备
多媒体课件、卡片、录音机、磁带、调查表。
教学过程
Step 1 Warm up
1. Greeting
1. Greeting
T: Hi, bys and girls.
Ss: Hi, Miss/Mr/Mrs...
T: Hw are yu tday?
Ss: Fine, thanks.
2.Ask and answer
课件呈现不同人物正在做的事情,如:做晨练、看书、听音乐、睡觉等,师生进行问答或生生问答。
T: Lk at the picture. What is... ding?
S1: He/She’s ding mrning exercise.
...
(学生边回答,课件边呈现短语ding mrning exercise, reading bks, listening t music, sleeping)
Step 2 Lead in
快说快认
课件快速呈现唱歌、看书、踢足球、练武术、跳舞的图片,学生说出词组并拼读。(学生边说教师边板书sing, read bks, play ftball, d kung fu, dance)
Step 3 Presentatin
1. Teaching “singing, reading stries, playing ftball, ding kung fu, dancing”.
(1) Teaching “singing”
T: I like singing.(教师呈现唱歌的图片,教师板书句子和单词singing,带读sing, singing.,理解句子)D yu like singing?
S1: Yes, I d./N, I dn’t.
(2)Teaching “reading stries”
T: D yu like reading bks?(教师呈现看书的图片)
S1: Yes. I like reading bks.(板书reading, 齐读read, reading)
T: I like reading cmic bks. What abut yu?
S1: I like reading cmic bks, t.
S2: I like reading science bks.
...(根据学生的回答,适时引出reading stries,板书stries,拼读stry, stries,齐读句子)
(3)Teaching “playing ftball, ding kung fu”
T: Wh likes playing ftball?(呈现踢足球的图片,板书playing)
S1: I like playing ftball.
T: Wh likes ding kung fu? (呈现练武术的图片,板书ding。.)
S2: I like ding kung fu.
(4)Teaching “dancing”
T: Lk at the picture. What is she ding?
Ss: She’s dancing.(板书dancing,带读,拼读,强调去e,加-ing,并提供例词:make, take, have,学生说变化规则)
(5)Listen t the tape and fllw the tape.
听录音,跟读词组。
(6)小组讨论结动词现在分词的变化规则。
(7)师生共同归纳。
2. Teaching “What are yur hbbies? I like...”
. (1) T: I like singing and reading bks. What are yur hbbies?(板书句子,学习单词hbby,教读,齐读,强调hbbies,理解句子,带读句子,齐读句子,指名回答)
(2) D practice in pairs.
A: What are yur hbbies?
B: I like...
(3)指组练习。
3. Learn the dialgue
(1)Read the dialgue with the questin.
What are Zhang Peng’s hbbies?
(2)Listen t the tape and fllw the tape.
(3)Read in rle.
(4)Make a dialgue in pairs.
Step 4 Practice
1. What’s the missing?
教师呈现词卡,学生快速认读。所有单词读过一遍后,教师抽出一张卡片,并再次认读这组卡片,提问学生What’s the missing?根据记忆说出抽出的单词。
2. D a survey
四人一组,完成调查任务。
句型:What are yu hbbies?
I like...
Step 5 Summary
T: What did yu learn abut this lessn?
师生共同归纳。
1.学习了单词和词组:singing, dancing, reading stries, playing ftball, ding kung fu
2.学习了动词现在分词的变化规则。
2.学习了询问对方爱好的句型及回答:What are yur hbbies?
I like...
Step 6 Hmewrk
1.抄写并默记所学单词和词组
2.完成同步学堂配套练习
板书设计
Unit 4 I have a pen pal
A Let’s learn
What are yur hbbies?
(hbby)
singing
I like reading stries
playing ftball
ding kung fu
dancing
教学反思
第三课时
课时内容
B Let’s try; Let’s talk
课时目标
(1)能够理解对话大意并能按照正确的音及语音、语调朗读对话。
(2)能够在情景中运用句型Des he Ye, he/she des. N, he/she desn’t.谈论他人的信息
(3)简单简单了解澳大利亚的首都堪培拉和著名城市悉尼,持续培养学生学习的兴趣,
激发学生学习英语的热情。
课时重难点
1.重点
(1)能够理解对话大意并能按照正确的音及语音、语调朗读对话。
(2)能够在情景中运用句型Des he Ye, he/she des. N, he/she desn’t.谈论他人的信息
2.难点
句型Des he Ye, he/she des. N, he/she desn’t.的恰当运用。
教学准备
多媒体课件、录音机、磁带、表格
Step 1 Warm up
1. Greeting
T: Gd mrning, bys and girls.
Ss: Gd mrning, teacher.
T: Are yu ready fr English class?
Ss: Yes.
T: Ok. Let’s begin ur class. Befre ur class, let’s review sme phrases.
2. Review sme phrases
(1)课件呈现ck Chinese fd, study Chinese, des wrd puzzles, ges hiking的图片,学生说短语。
(2)齐读短语
3. Play a game.
请一名同学到讲台前,面向大家向同学们叙述: I have a gd friend in ur class. He’s/She’s a by/girl. 其他学生用Des he/she Des he/she (ften) 向这名学生提出问题,然后根据这名学生的回答:Yes, he /she des./N, he/she desn’t. 猜出好朋友的名字。
Step 2 Lead in
Let’s try
T: What’s this?(呈现教材第40页下方的插图)
Ss: It’s a website.
T: Yes. Lk at the address. It’s a pen pal website. It’s a website fr making new friends.
Miss White and Wu Yifan are talking abut the pen pal website. What are they talking abut?
(学生朗读题目,猜测答案)
S1: They are talking abut a pen pal.
...
T: Hw ld is the student frm Australia?
S1: He is 11 years ld.
S2: ...
T: Listen t the tape and answer the questins.
Step 3 Presentatin
1.T: Lk at the picture.(呈现A Let’s talk的插图)What is Wu Yifan ding?
Ss: He’s writing an e-mail t his pen pal.
T: Wh are Jhn and Wu Yifan talking abut?
Ss: Wu Yifan’s pen pal.
T: What d yu knw abut Wu Yifan’s pen pal?
S1: He’s frm Australia.
S2: He’s 11 years ld.
S3: He’s a student.
. T: D yu want t knw mre abut his pen pal?
S1: What’s his name?
S2: Des he ck Chinese
...
T: Let’s read the dialgue with the questins.
2.Learn the text
(1)初读课文,解决学生们自己提出的问题。
(3)再读课文,理解课文。
Des he live in Sydney?(教师介绍悉尼)
Where des he live?(教师介绍澳大利亚的首都堪培拉)
Des he like ding wrd puzzles?
Des he like ging hiking?
What are the tw Jhn like?
(课件呈现问题,小组讨论,师生核对)
(4)听录音跟读对话。
(5)分角色朗读对话。
(6)指组表演对话。
2.两人一组,仿编对话。
Step 4 Practice
1.快速抢答
通过课件呈现以下句子,学生马上判断句子语法是否正确。
例如:Des she likes reading bks?
D he ften g hiking?
Des yur grandpa live in the city?
Des yu d wrd puzzles every day?
2. 小记者
采访你的同桌,询问对方父母的信息,完成表格。
问题提示:
Des yur father/mther wrk in Des yur father/mther g t
Des yur father/mther Des yur father/mther
Step 5 Summary
T: What did yu learn abut this lessn?
学生自由发言,教师总结。
1.了解了澳大利亚首都堪培拉和著名城市悉尼。
2.谈论他人信息的句型:Des +he/she+动词原形+其他?
Yes, he/she des./N, he/she desn’t.
Step 6 Hmewrk
1.抄写本课时Let’s talk并背诵
2.完成同步学堂配套练习
板书设计
B Let’s talk
Jhn
Canberra, Australia
11 years ld
d wrd puzzles g hiking
Des he/she
Yes, he/she des./N, he/she desn’t.
教学反思
第四课时
课时内容
B Let’s learn ;Listen, match and say
课时目标
1.能够听、说、读、写单词和词组:cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking
2. 能够运用上述单词和词组描述日常活动。
3. 能够熟练运用句型Des Yes, he/she des. N, he/she desn’t.提问和问答。
4激发学生学习英语的热情,保持学习英语的兴趣。
课时重难点
1. 重点
(1)1.能够听、说、读、写单词和词组:cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking
(2)能够运用上述单词和词组描述日常活动。
(3)能够熟练运用句型Des Yes, he/she des. N, he/she desn’t.提问和问答。
2. 难点
Des Yes, he/she des. N, he/she desn’t.句型的正确运用。
教学准备
课件、录音机、磁带、图表
教学过程
Step 1 Warm up
1. Greeting
T: Gd mrning, everyne.
Ss: Gd mrning, teacher.
T: Hw are yu tday?
Ss: I’m fine, thank yu. And yu?
T: I’m fine, t.
教学意图:师生间互相问候。
2. Ask and answer
课件呈现一些动作演员、歌唱家、运动员、舞蹈家的图片,师生问答,生生问答。
What are his hbbies?
He/She likes ding kung fu/singing/playing ftball/dancing...
Step 2 Lead in
课件继续呈现教师外国笔友的照片。
T: Lk, this is my pen pal. What d yu wan t knw abut her/him?
S1: Where is he/she frm?
T: He/She’s frm the UK/USA...
S2: Hw ld is he/she?
T: He/She is...
S3: What are his/her hbbies?
T: Can yu guess?
S4: Des he/she (引导学生猜测笔友的爱好)
T: Yes, he/she des./ N, he/she desn’t...
...
T: D yu want t knw abut him/her? Let’s have a lk.
Step 3 Presentatin
1. Teaching “cks Chinese fd, studies Chinese, des wrds puzzles, ges hiking”
(1) T: What des my pen pal ften d?(呈现笔友做中国食物、学习中文的照片)
Ss: He/She ften cks Chinese fd and studies Chinese.(引导学生回答,板书ck(s) Chinese fd,studies(study) Chinese,理解词组,带读词组,注意强调ck, study动词词尾的变化和发音。教学study Chinese, 将Chinese替换为学生已学科目词汇)
(2)T: My pen pal likes cking Chinese fd, studying Chinese and ...(呈现笔友玩字谜、远足的照片。教学)
Ss: Ding wrd puzzles and ging hiking.(引导学生回答,板书d(es) wrd puzzles, g(es) hiking。理解词组,带读词组,齐读词组)
T: My pen pal des wrd puzzles and ges hiking every week.(注音强调d, g动词词尾的变化和发音)
(3)播放录音,跟读四个词组。
(4)升降调朗读四个词组。
(5)呈现几组不同人物做不同事情的图片,引导学生用一般现在时态描述。
如:The by ften cks ndles.
She usually ges t schl n ft.
...
(6)小组观察并讨论一般现在时态肯定句中动词第三人称单数形式的词尾变化。
(7)师生总结。
2. Learn “Des he/she Yes, he/she des./ N, he/she desn’t.”
(1)T: Yur Chinese teacher has a pen pal, t. What des he/ she ften d? Please guess.
S1: Des he/she d wrd puzzles?(板书句型Des he/she 理解句型,引导学生用学过的词组猜测)
T: Yes, he des. (板书句型)
S2: Des he/she g hiking?
...
(2)呈现人物做中国食物、学习中文、玩字谜、远足的图片等图片,两人一组对话练习。
句型:Des Yes, he/she des./ N, he/she desn’t.
(3)呈现几组句型,小组讨论一般现在时态变一般疑问句的方法及回答。
Des he ften play ftball?
Des Amy study Chinese every day?
Des yur pen pal ften ck Chinese fd?
Des she usually d wrd puzzles?
(4)师生总结。
3. Learn the dialgue.
(1)T: Our ld friend Jhn has a new pen pal. He is a by. What’s his name? Where des he live? Des he study Chinese? Listen t the tape and answer the questins.
(2)Listen t the tape again and fllw the tape.
(3)Read in pairs.
Step 4 Practice
1. Listen, match and say.
(1)出示四个人物头像和四副图片,要求每个学生预测每个人物的日常活动。
(2)听录音连线。
(3)师生核对答案。
2. D a survey.
请学生调查同桌朋友或笔友的信息,完成图表。
①What’s yur gd friend’s/pen pal’s name? ②Where des he/she live?
③What’s her/his name? ④What are her/his hbbies?
⑤What des he/ften d?
Name: _______________________
Lives in: _______________________
Age: _______________________
Hbbies: _______________________
Habit: _______________________
Step 5 Summary
T: What did yu learn abut this class?
师生总结。
1. 学习了四个词组:cks Chinese fd, studies Chinese, des wrd puzzles, ges hiking
2. 学习了询问他人日常活动的句型及回答:Des he/she/xxx
Yes, he/she des./N, he/she desn’t.
Step 6 Hmewrk
1.抄写并默记所学单词和词组
2.完成同步学堂配套练习
板书设计
B Let’s learn
Des he/she ck Chinese fd? ck(s) Chinese fd
Yes, he/she des. study(studies) Chinese
N, he/she desn’t. d(es) wrd puzzles
g(es) hiking
教学反思
第五课时
课时内容
B Read and write
课时目标
(1)能够听、说、认读单词:shall, gal, jin, club, share。
(2)能够理解文本。
(3)能够根据示范广告仿写自己想建立的俱乐部。
(4)能够根据提示正确找到并读出文段中不同句子应该重读的单词。
(5)锻炼学生的思维能力和理解能力,激发学习英语的兴趣和树立学习英语的信心。
课时重难点
1.重点
(1)能够理解文本。
(2)能够根据示范广告仿写自己想建立的俱乐部。
(3)能够根据提示正确找到并读出文段中不同句子应该重读的单词。
2.难点
(1)词汇的认读和理解。
(2)能够正确读出文段中典型例句的单词重音。
教学准备
多媒体课件、录音机、磁带
教学过程
Step 1 Warm up
1. Greeting
T: Gd mrning, everyne.
Ss: Gd mrning, teacher.
T: Hw are yu tday?
Ss: Fine, thank yu. And yu?
T: I’m fine, t. What’s the weather like tday?
Ss: It’s...
2. Let’s sing
播放歌曲My new pen pal,学生跟唱。
Step 2 Lead in
Lets’ chant
课件呈现Let’s chant,学生拍手吟诵。
Tell me abut yur pen pal. What’s his hbby?
He likes reading, and that’s my hbby, t.
Oh, h. Des he d like ding wrd puzzles?
Yes, he des wrd puzzles every day.
Step3 Presentatin
1. Finish this table with yur partner.
T: What’s yur hbby? What’s yur partner’s hbby?(板书单词partner,理解单词,教读单词。)
(学生互相提问,将答案写在表格内。)
T: Lk at the pictures. In ur schl, we have many clubs.(板书单词club,带读,齐读。) Which ne d yu like?(课件呈现一些兴趣小组的照片。)
S1: I like ftball club. Because I like playing ftball.
S2: I like art club. Because I like drawing pictures.
2. Learn the text
(1)快速阅读文本,用横线画出广告的作者。
(2)细读文本,理解文本。
a.写出四个人的爱好。
What are their hbbies?
Amy likes _____________.
Jhn likes _____________.
Mike ____________.
Rbin ____________.
b. 指名说答案。
c. 画出不懂的词汇shall, gal, share,结合文段理解。
(3)播放录音,学生跟读。注意模仿停顿、语音和语调。
(4)Finish this ad fr a cking club.
(学生独立完成,指名说。然后小组讨论并总结所填动词词尾的变化。)
3.Tips fr prnunciatin
(1)Listen t the tape and fllw the tape.
(2)小组讨论哪些单词重读?
(3)师生共同总结。
(4)学生打节拍练读句子。
Step 4 Practice
仿照下面的形式,写一篇自己的征笔友广告,然后互相交流。
Dear _____,
I am lking fr a pen pal. My name is _______. I live in ________. I am ________ years ld.
I am __________. I like _______________. I ften __________ n the weekend. What are yur hbbies? D yu want t be my pen pal? Write t me, please.
Yurs,
_____
Step 5 Summary
T: What did yu learn abut this class?
学生自由发言,教师引导学生整合和归纳知识点。
1. 我们学习了: shall, partner, gal, share, club
2. 知道了动词、名词读重音。
3. 一般现在时态主语是第三人称单数,谓语动词词尾加+s或+es。
Step 6 Hmewrk
1.抄写Read and write并背诵
2.完成同步学堂配套练习
板书设计
B Read and write
club俱乐部
一般现在时态主语是第三人称单数,谓语动词词尾加s或es。
gal射门
shall 表示征求意见
jin加入
share分享
教学反思
第六课时
课时内容
B Let’s check;Let’s wrap it up C stry time
课时目标
(1)能够较好的完成Let’s check,培养学生良好的听力习惯。
(2)能够掌握本单元的核心词汇和句型。
(3)能够总结一般现在时的第三人称单数形式。
(4)能够理解故事内容,并尝试表演故事。
(5)培养学生的语言表达能力,激发学生阅读的兴趣。
课时重难点
1.重点
(1)能够较好的完成Let’s check,培养学生良好的听力习惯。
(2)能够掌握本单元的核心词汇和句型。
(3)能够理解故事内容。
2.难点
(1)一般现在时的第三人称单数形式。
(2)故事的表演。
教学准备:
课件、录音机、磁带、词卡、自制头饰
教学过程
Step 1
Greeting
T: Gd mrning, everybdy.
Ss: Mrning, teacher.
T: Hw are yu tday?
Ss: I’m fine, thanks.
T: What’s the weather like tday?
Ss: It’s sunny/windy…
T; Yeah, it’s a What d yu d n weekends?
S1: I ften ...
S2: I usually ...
T: What are yur hbbies?
S3: I like...
S4: I like...
...
T: D yu like English?
Ss: Yes.
T: Ok. Let’s begin ur class.
Step 2 Lead in
我来比划,你来猜。
讲桌上扣着一些如跳舞、唱歌、弹钢琴、踢足球、看书、乘公交车、步行、练武术、猜字谜等词卡,请多名学生到讲台前抽词卡,然后根据抽到的词卡做出动作,其余学生猜单词和词组。
Step 3 Presentatin
1. Let’s check
(1)Listen and tick
a.呈现Listen and tick的图片,学生逐一看图。
b.听录音,在听到的图片上打钩。
c.师生核对。
d.请学生在图片的下面写出对应的单词或词组。
(2)Listen again and fill in the blanks.
a.学生自己读题,并尝试回忆。
b.再次听录音,学生填空。
c.师生核对。
2. Let’s wrap it up
(1)自读教材上的短文,然后画出动词。
(2)指名说,教师板书。
(3)互相讨论这些动词的原形,并写相应的动词旁边。
(4)指名说,教师板书。
(5)小组内根据这六组单词,分为不同的四种类型,并分别列举出同一种类型的其他动词。
(6)讨论并归纳一般现在时态动词第三人称单数形式的词尾变化。
3. Stry time
(1)T: Nw let’s listen t a stry. Befre the stry, I want t ask yu sme questins. Lk at the picture. What’s this?(呈现松鼠的图片。)
Ss: It’s a squirrel.
T: What’s it like?
S1: It is small.
S2: It has a small head and a lng tail.
T: Yes, it has a bushy tail, t. D yu knw why its tail is bushy?
(2)播放动画课件,整体感知。
(3)细读故事,理解故事。
a. 带着问题阅读故事。
What are Zac’s hbbies?
What are the mnkey’s hbbies?
Why was the mnkey s angry?
What did the mnkey d?
Is it true?
b.小组讨论问题,指名回答。
(4)再次听录音跟读故事,欣赏故事。
Step 4 Presentatin
调整故事的文本,学生分角色练习,然后分组表演故事。
Step 5: Summary
T: What did yu learn abut this lessn?
S1:总结了一般现在时态动词第三人称单数形式的词尾变化。
S2:学习了Zac的尾巴变蓬松的故事。
Step 6 Hmewrk
1.听读故事三遍,注意语音语调
2.完成同步学堂配套练习
板书设计
B Let’s wrap it up C Stry time
has have
lves lve
sleeps sleep
des d
teaches teach
studies study
教学反思hspital
Schl
by car
by bike
g
hiking
watch
TV
sing
play
ftball
father
mther
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