2020秋人教版PEP六年级上英语全册优质教案教学设计(非表格式)

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2020秋人教版PEP六年级上英语全册优质教案教学设计(非表格式)

‎2020秋人教版PEP英语六年级上册全册优质教案教学设计 Unit 1 How can I get there?‎ 单元整体分析 本单元是人教版英语六年级上册的第一单元,单元的话题是“How can I get there?”‎ 本单元通过不同的场景,提供了表达地点、问路的句型结构。教学中三个版块:A 部分, B部分和C 部分。A部分包括重点词汇和情景对话,共两个课时。第一课时呈现了吴一凡和Robin的谈话,引出表示地点的词汇。.第二课时吴一凡和Robin的谈话,引出句型Where is the...? It’s…A 部分重点掌握词汇和询问地点并回答的句型。 B部分包括重点词汇、情景对话和读和写,共三个课时。第一课时呈现Mike问路的对话,引出关于路线的一些词汇。第二课时吴一凡和Mike 看完电影讨论吃饭地点在哪,呈现了问路并回答的句型How can we get there? Turn left/right....,并进一步表达句型 Where is the ...? It’s next to...第三课时通过图片了解辨别方位的方法。通过吴一凡、Mike和Robin寻找意大利餐馆,拓展本单元所学句型。B部分重点是掌握词汇和问路及回答的句型How can we get there? Turn left/right... C 部分包括听力测试、介词词组的总结和故事,共一课时。重点是复习巩固本单元所学重点词汇和句型。‎ 在课堂教学中,首先要整体把握本单元教学内容,教学重点和教学难点,了解学生学情。然后围绕本单元主题“How can I get there?”展开教学设计。本单元的教学内容与学生的生活相关,在组织语言教学时要注意设计生活化,充分利用教材已经设定的情境展开教学,引导学生在合作学习中表达和语用所学句型。鼓励学生自编对话巩固所学知识。同时还要引导学生自己归纳介词词组,启发学生的思维。‎ 本单元所需要掌握的词汇中science, post office 中的office,在四年级、五年级的教材中已经学过。本单元所需要掌握的询问地点并回答的句型在Where is the ...?It’s in/on/under/near/in front of/behind....在四年级、五年级的教材中已经学过。这个句型的表达为本单元的教学奠定了一定的基础。‎ 单元教学目标 ‎1. 知识目标 ‎(1)能够听、说、读、写单词和词组:science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right ‎(2)能够听、说、认读单词:ask, sir, interesting, Italian, restaurant, pizza, street, get, GPS,‎ ‎ street, gave, feature, follow, far, tell ‎(3)能够听、说、读、写句型:‎ ‎—Where is the...? —It’s near the door.. ‎ ‎—How can we get there? —Turn left at the bookstore.‎ ‎(4)能够掌握句式:‎ Where+系动词+地点名词?‎ It+系动词+表示地点的介词短语。‎ How can I/we + get to +地点? ‎ ‎(5)知道英语句子有升降调。‎ ‎2. 能力目标 ‎(1)能够正确使用science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right这些单词和词组描述城市设施及其位置。‎ ‎(2)能够在情景中运用句型询问地点并作答:‎ ‎ —Where is the....? —It’s ...‎ ‎(3)能够在情景中运用句型问路并描述路线。‎ ‎ —How can we get there? —Turn left/right at the...‎ ‎(4)能够使用正确的语调朗读不同类型的句子。‎ ‎(5)能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事,同时能够根据阅读所或信息写出故事中的关键信息。‎ ‎3.情感目标 ‎(1)能够在迷路时主动寻求帮助。‎ ‎(2)能够适当饮食,不暴饮暴食。‎ 教学重难点 ‎1. 教学重点 ‎(1)能够听、说、读、写单词:能够听、说、读、写单词和词组:science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right ‎ (2)能够听、说、读、写句型:‎ ‎—Where is the...? —It’s near the door.. ‎ ‎—How can we get there? —Turn left at the bookstore.‎ ‎2. 教学难点 ‎(1)能够正确的使用本单元的四会单词和词组描述城市设施及其位置。‎ ‎(2)能够在情境中恰当的运用四会句型。‎ 教学方法 任务型教学法、合作探究法、情景交际法、愉快教学法。‎ 教学时间 本单元共分六课时教学。‎ 第一课时: A Let’s learn Make a map and talk 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Be a tour guide 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up. C Story time 知识视窗 ‎1.北极星 ‎ 北极星是接近北天极的一颗星星,北半球可以用它来定位,正因为北极星的位置相对稳定,没变化,可以帮助人们分辨方向。古代没有发明指南针之前,人们常用北极星判断方位。‎ ‎2.问路的几种常见的表达方法 ‎(1)How can I/we get to...?‎ ‎ 例:我怎么能到电影院?‎ ‎ How can I get to the cinema?‎ ‎(2)Where is the ...?‎ ‎ 例:图书馆在哪儿?‎ ‎ Excuse me, where is the library?‎ ‎ (3) Can you tell me the way to the...?‎ 例:你能告诉我去医院的路吗?‎ ‎ Can you tell me the way to the...?‎ ‎(4)Is there a ... near here?‎ 例:在这儿附近有个饭店吗?‎ ‎ Is there a restaurant near here? ‎ 第一课时 课时内容 ‎ A Let’s learn ;Make a map and talk 课时分析 本课时是人教版六年级上册第一单元第一课时。围绕Where is the...?这一话题展开,主要通过对话学习词汇science museum, post office, bookstore, cinema, hospital及句型Where is the...? It’s next to...的表达。引导学生了解一些简单的构词规律,发音规律,培养学生学习英语的热情,树立学好英语的信心。第一课时是本单元的基础,学会了本课时所要掌握的知识,再学习其他课时就会很容易。本课时的重点是四会单词的掌握以及能够运用四会单词介绍场所的位置。‎ ‎ 本课时包括Let’s learn 和Make a map and talk 两个版块。Let’s learn呈现了吴一凡和Robin的对话,体现了单词及词组的词形和意义。此版块呈现的对话情境是吴一凡问Robin电影院在哪,Robin告诉吴一凡在书店旁边。此情境贴近学生的实际生活,很能激发学生学习的兴趣。Make a map and talk版块是一个综合性的操练活动。学生可以通过这个活动巩固A 部分Let’s learn所学的词汇和句型,做到学以致用。‎ ‎ 本课时虽然是新授课,但是四会单词和词组比较简单,所以学生很容易掌握。在设计教学过程时,遵循以学生为主体的原则,采用猜一猜、说一说、读一读、玩一玩、儿歌等多种教学手段调动全体学生的积极参与。通过任务型教学法、合作探究教学法等引导学生自主学习。‎ 课时目标 ‎ (1)能够听、说、读、写单词:science museum, post office, bookstore, cinema, hospital。‎ ‎ (2)能够运用所学词汇介绍场所的位置。‎ ‎(3)了解一些简单的构词规律和一些简单的发音规律。‎ ‎(4)能够听、说、运用句型Where is the...? It’s next to...‎ ‎(5)培养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:science museum, post office, bookstore, cinema, hospital。‎ ‎(2)能够运用所学词汇介绍场所的位置。‎ ‎(3)了解一些简单的构词规律和一些简单的发音规律。‎ ‎(4)能够听、说、运用句型Where is the...? It’s next to...‎ ‎2.难点 ‎(1)能够正确运用所学词汇介绍场所的位置。‎ ‎(2)句型Where is the...? It’s next to...的灵活运用。‎ ‎ 教学准备 ‎ 多媒体课件、卡片、图片、录音机、磁带、空白简图 教学过程 Step 1 Warm up ‎ 1. Greeting T: Good morning, everyone. ‎ Ss: Good morning, teacher.‎ T: How are you today? ‎ Ss: I’m fine, thank you. And you?‎ T: I’m fine, too. Are you ready for English class?‎ Ss: Yes.‎ 设计意图:师生间的问候,拉近与学生的距离。 ‎ ‎2. Ask and answer T: Look at the picture. This is Robin’s room. Where is the picture?(课件呈现图片,并板书句子Where is the..?)‎ S1: It’s on the wall/above the bed.(板书句子It’s ...)‎ ‎ T: Where is the chair?‎ S2: It’s in front of the desk.‎ ‎ T: Can you ask some questions like me? Who can?‎ S3: Where is the...?‎ S4: It’s beside/near...‎ ‎...‎ 教学资源:课件 设计意图:利用图片,进行问答,帮助学生回忆Where is the...? It’s...的句型,为学习本课做好准备。‎ ‎3. Let’s chant ‎ T: Now let’s chant together. ‎ ‎ (课件展示儿歌,学生齐说。)‎ in在……里, on在……上, ‎ under, under, 在……下面,‎ near, beside,在……旁边。‎ in front of, 在……前面,‎ behind, behind, 在……后面,‎ between, between在……中间。. ‎ 教学资源:自制课件。‎ 设计意图:通过chant,既复习了与本课相关的词汇,为学习新的词汇做准备。同时也活跃了课堂气氛,激发学生学习的热情。‎ Step 2 Lead in T: Boys and girls, let’s play a game. Please guess what place it is.‎ ‎(课件出示学生熟悉的场所,并遮住一部分,让学生猜。)‎ T: Look at picture 1. This is a place.‎ S1: A zoo/...?‎ T: No.‎ S2: A park?‎ T: Yes, you’re right. It’s a park. Next one. What place is it?‎ S3: A school/...?‎ ‎ ...‎ T: Yes, it’s a library. We can read books in it.‎ 教学资源:自制课件。‎ 设计意图:通过学生们猜测熟悉的场所,既吸引了全体学生的学习兴趣,又自然的引出了新知。‎ Step 3 Presentation ‎1. Teaching “cinema, post office, bookstore, science museum, hospital”.‎ ‎(1)Teaching “bookstore”‎ ‎ T: Look at picture 3. What place is it? It has many books, dictionaries, magazines there. If you want some books, you can go there. It’s a ... ‎ Ss: Bookstore.(引导学生说出,张贴bookstore。联系单词or,试着自己读出单词,教师强调st的发音。带读,指名读,齐读。)‎ ‎(2)Teaching “cinema”‎ ‎ T: Look at picture 4. It’s a big place. If you want to see Kung Fu Panda, Spider Man...You can go there. What place is it? It’s a ...‎ ‎ Ss: Cinema.(引导学生说出。张贴单词cinema,领读,拼读,指名读,齐读。)‎ T: Picture 4 is a cinema. We can see a film in the cinema.‎ ‎(3)Teaching “post office”‎ T: I write a letter to my friend. I want to post the letter.(教师拿出一封信。)Shall I go to the cinema?‎ Ss: No.‎ T: Bookstore?‎ Ss: No.‎ T: Where shall we go? Look at picture 5. What place is it? ‎ Ss: Post office.(张贴词组post office,联系单词teachers’ office,强调字母o在词组中的不用发音,然后让学生自己拼读单词,指名读,带读,齐读。)‎ ‎(4)Teaching “hospital”‎ T: Look at picture 6. If you have a headache, have a stomachache, have a cold, you can go there.(教师做动作帮助学生理解。)Guess what place it is. ‎ ‎ Ss: It’s a hospital.(引导学生说出。张贴单词hospital,领读,拼读,指名读,齐读。)‎ ‎(5)Teaching “science museum’‎ T: Look at this picture. What place is it? It’s a... ‎ Ss: Museum.(教读单词museum,拼读单词,齐读单词。)‎ T: It’s a Science museum(张贴词组,指名读,分组读。)‎ 教学资源:课件、卡片 设计意图:通过猜一猜,引出要学习的新知,引起学生的兴趣,然后利用学生的迁移能力,引导学生自读单词,培养学生的思维能力。‎ ‎2. 听录音跟读单词,两人读单词,儿歌记忆单词。‎ cinema, cinema电影院 bookstore, bookstore书店 hospital, hospital是医院.‎ post office, post office, 邮局 science museum科学博物馆 教学资源:课件、录音机、磁带 设计意图:儿歌的教学更好的帮助记忆单词的音和义。‎ ‎3. Teaching “Where is the ...? It’s next to...”‎ ‎(1)呈现医院和书店的图片,学习句子。‎ ‎ T: Where is the hospital?(将hospital卡片贴到板书的句子中,将Where is the...补充完整)‎ ‎ S1: It’s near/beside the bookstore.‎ ‎ T: We also can say “It’s next to the hospital.”(板书next to,讲解next to,并将句子It’s ...补充完整,然后指名讲解句型。) ‎ ‎(2)齐读板书句子。‎ Where is the hospital?‎ It’s next to the bookstore.‎ ‎ (3)呈现邮局和电影院的图片,学生两人一组练习。‎ 句型:A: Where is the...?‎ B: It’s next to the...‎ ‎ (4)指组演练。‎ 教学资源:自制课件 设计意图:将上课复习的句型和学习的词汇结合起来,引出新句型,然后模仿句型,使学生轻松的掌握新知。‎ ‎4. Let’s learn ‎(1)Show the pictures about Wu Yifan and Robin.(呈现教课书图片。)‎ T: Who are they? ‎ Ss: WuYifan and Robin.‎ T: What do they say? Let’s listen to the tape.‎ ‎ (2)Listen to the tape again and answer the question.‎ ‎ Where is the cinema?‎ ‎ (3)Open the books and follow the tape.‎ ‎(4)Read in pairs.‎ 教学资源:录音机、磁带 设计意图:通过听录音,跟读录音,分角色朗读,集中学生注意力,提高听读的效果,巩固所学的知识。‎ ‎5. Do practice in pairs. ‎ ‎ (1)课件呈现图片,两人一组编对话。‎ ‎ A:Where is the ...?‎ ‎ B:It’s ...‎ ‎ (next to, in front of, behind) ‎ ‎(2)指组表演对话。 ‎ 教学资源:课件 设计意图:创设一定的情境,帮助学生更好的运用所学词汇和语言。‎ Step 4 Practice ‎ 1. Let’s play a game. Guess the words.‎ 教师出示单词词卡,用白纸遮住单词的一部分(开头或结尾),学生快速猜出单词并大声读出来。‎ 教学资源:词卡 设计意图:猜单词的游戏,活跃了课堂气氛,巩固了单词的认读。‎ ‎2. What’s the missing?‎ ‎ 课件呈现本课所学词汇的图片,请学生观察几秒,然后依次消失图片,请学生快速说出消失的是什么?‎ 教学资源:课件 设计意图:有趣的游戏帮助学生更好的记住本课单词。‎ ‎3.了解合成词。‎ ‎(1)呈现学过的场所,学生小组讨论,把词汇分成两类,并说出理由。‎ school, cinema, park, science museum, library, bookstore, hospital, ‎ zoo, computer room, post office, washroom, garden ‎(2)教师公布答案,讲解合成词。‎ school science museum ‎ cinema bookstore ‎ park post office ‎ library computer room zoo washroom ‎ hospital 教学资源:课件 设计意图:通过小组讨论,归纳,锻炼学生的思维能力,引导学生在合作学生中了解合成词的构成。‎ ‎4. Make a map and talk ‎ (1)Make a map for your toy city. Introduce it to the class.‎ ‎ (2)Write 1-3sentences about your toy city.‎ ‎ Look, this is my toy city. There is a______________________________________.‎ ‎ __________________________________________________________________.‎ 教学资源:自制课件、空白简图 设计意图:通过此活动,不仅将所学知识得以运用,还锻炼了学生的口语交际能力。‎ Step 5 Summary ‎ T: What did you learn about this lesson? 学生自由说,教师总结。‎ ‎1.五个表示建筑的单词及词组:cinema, post office, bookstore, science museum, hospital ‎2.next to与near, beside是同义词。‎ ‎2.询问地点及回答的句型:‎ Where is +the+地点?‎ ‎ It’s +介词短语。 ‎ 设计意图:将本节课所学的知识进行归纳,帮助学生理解和记忆,巩固提升本课时所学的知识。‎ 课堂作业 一、看图连线。‎ ‎ 1. 2. 3. 4.‎ ‎ ‎ A. hospital B. cinema C. post office D. science museum ‎ 二、单项选择。‎ ‎( )1.—_______is the cinema?‎ ‎ —It’s behind the park..‎ A. Where B. Who C. What ‎( )2. There _______ a pet hospital in my city.‎ A. are B. is C. am ‎( )3. The bookstore is _______ the school. ‎ ‎ A. near to B. next to C. next 三、看图,将句子补充完整。‎ ‎1. —Where is the _________?‎ ‎ —It’s ________ ________ the cinema.‎ ‎2. —________ ________ the bookstore?‎ ‎ —________ beside the cinema. ‎ ‎ 四、猜一猜。‎ A. cinema B. hospital C. post office ‎ D. bookstore E. science museum ‎ ‎ ‎ ‎ 1. You can see a film (电影)at the___________.‎ ‎ 2. If you are sick, you should see a doctor in the ___________.‎ ‎ 3. You can buy some books in the ___________.‎ ‎ 4. You can watch the dinosaur(恐龙)show in the ___________.‎ ‎ 5. You can send a letter in the ____________.‎ Answers: ‎ 一、1.B2.A3.D4.C 二、1. A 2. B 3. B 三、1. hospital, next to ‎ 2. Where is, It’s 四、1.A2.B3.D4.E5.C 板书设计 ‎ Unit 1 How can I get there?‎ ‎ A Let’s learn ‎ bookstore cinema post office ‎ ‎ 书店 电影院 邮局 ‎ hospital science museum ‎ 医院 科学博物馆 Where is the hospital?‎ It’s next to the bookstore.‎ ‎ (与……相邻,挨着)‎ 第二课时 课时内容 A Let’s try ;Let’s talk 课时分析 本课时是人教版六年级上册第二单元的第二课时,与第一课时紧密相连,围绕“来上学的交通方式”这一话题展开。本节课主要是通过对话的情景学会用英语表达如何来上学的的句型How do you come to school? I usually/sometimes/often come...激发学生学习英语的兴趣。在第一课时中的交通方式词组的学习为本课时奠定了基础。本课时的重点是能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问及作答。‎ 本课时包括Let’s try 和Let’s talk 两个版块。Let’s try是听力训练,呈现的是Mike和Amy早晨到校后谈话的情景。通过听力的练习获得Let’s talk 版块的人物及场景信息,为进入正式的对话做好准备。Let’s talk呈现的是Mike, Amy和Mrs Smith早晨到校后谈论来上学的交通方式的场景。情景设置真实,学生们都非常感兴趣,激发了学生学习的热情和想要用英语表达的欲望。‎ 本课时出现的词组by bike, by car, by bus, on foot,学生们在第一课时已经学会了表达。频度副词usually, sometime, often在五年级下册教材中也接触过。所以教学本课时,先采用问答、歌曲等方法复习前面所学的知识,帮助学生回忆。接着采用学生自主学习、教师引导相结合的方式,帮助学生更好的理解和运用语言。最后通过游戏、“我是小小调查员”等活动巩固和运用语言。‎ 课时目标 ‎1. 能够听、说、读、写句型:How do you come to school? Usually, I come on foot.‎ ‎2. 能够很好的完成Let’s try。‎ ‎3. 能够理解对话大意。‎ ‎4. 能够按照正确的意群及语音、语调朗读对话。‎ ‎5. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ ‎6. 激发学生用英语表达的热情,保持对英语学习的兴趣。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、读、写句型:How do you come to school? Usually, I come on foot.‎ ‎(2)能够很好的完成Let’s try。‎ ‎(3)能够理解对话大意。‎ ‎(4)能够按照正确的意群及语音、语调朗读对话。‎ ‎(5)能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ ‎2.难点 ‎(1)单词early的理解。‎ ‎(2)在情景中恰当的运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ 教学准备 ‎ 多媒体课件、词卡、录音机、磁带、调查表 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: Nice to see you again.‎ Ss: Nice to see you, too.‎ T: What do you do on the weekend?‎ S1: I usually...‎ S2: I often ..., sometimes...(板书单词usually, often, sometimes)‎ ‎...‎ 教学资源:课件 设计意图:师生之间的交谈,既拉近了与学生之间的距离,又复习了频度副词usually, often, sometimes,为正文的学习做好准备。‎ ‎2. Review some phrases.‎ a. T: Great! Everyone, now let’s review some phrases. (课件呈现by bus, by taxi, by ship, by train, by subway, by plane, on foot的词卡,学生说词组。)‎ b. 学生齐读词组by bus, by taxi, by ship, by train, by subway, by plane, on foot。‎ 教学资源:词卡 设计意图:词卡的认读,既复习和巩固了上节课的知识,又为学习的学习打下基础。‎ ‎3. Let’s sing.‎ 教师播放歌曲How do you get there?学生跟唱。‎ 教学资源:录音机、磁带 设计意图:歌曲的运用吸引了学生的学习兴趣,活跃了课堂气氛,复习了上节课的知识。‎ Step 2 Lead in ‎1. Let’s try ‎(1) T: Who are they?(呈现Let’s talk的插图) ‎ Ss: Mike and Amy. ‎ T: Who’s this lady?‎ Ss: Mrs Smith.‎ T: Where are they?‎ Ss: At school.‎ T: Amy and Mike meets Mrs Smith this morning. What are they talking about?‎ ‎ Please guess..‎ ‎(2) Listen to the tape and tick or cross.‎ ‎ 指名读题目,然后完成练习。‎ ‎(3)师生核对答案。‎ 教学资源:录音机、磁带 设计意图:听前预测,做到有目的听录音,提高听力的技巧,获得Let’s talk版块的人物和场景信息。‎ How do you come to school?‎ Sometimes by bike.‎ Sometimes by bus.‎ But never come by train.‎ How do you get to London?‎ Never on foot, never by bus,‎ Always by train or by plane. ‎ ‎2. Let’s chant.‎ ‎ 播放Let’s chant, 学生拍手吟唱。‎ 教学资源:课件、录音机 设计意图:活跃课堂气氛,自然的引起下文。‎ Step 3 Presentation ‎1. Teaching “How do you come to school? I usually/often/sometimes come to...”‎ ‎ (1)T: I usually come to school on foot. How do you come to school?(板书问句,指名理解句子)‎ ‎ S1: I usually come to school..(板书句子I usually come...)‎ ‎ S2: I often come ...(引导学生回答)‎ ‎ S3: I often come ...Sometimes I come ...‎ ‎ ...‎ ‎(找几名采用不同交通方式来上学的学生说一说,教师适时的追问why)‎ ‎ (2)齐读频度副词usually, often, sometimes,指名理解。‎ ‎ 呈现always, never,并利用图表,帮助学生理解。‎ always 100%‎ usually 80%‎ often 60%‎ sometimes 20%‎ never 0‎ ‎ ‎ ‎ (3)Do the dialogue in pairs.‎ A: How do you come to school?‎ ‎ B: I usually/often sometimes come...It’s near/far/not far. ‎ ‎ (4) 指组练习。‎ 教学资源:课件 设计意图:从学生的实际生活入手,很能激发学生想要表达的欲望。‎ ‎2. Let’s talk ‎ (1)带着问题整体感知对话。‎ ‎ T: Look at the picture. They are Mrs Smith, Mike and Amy. How do they go to school?(板书句子)Please read the dialogue.‎ ‎ (2)理解You’re early.‎ ‎ (3)再读课文,分组讨论问题。‎ ‎ ①How does Amy go to school?‎ ‎ ②How does Mike go to school?‎ ‎ ③How does Mrs Smith go to school?‎ ‎ (4)指名说,适时在相应的位置粘贴图片。‎ Amy ‎ ‎ Mike ‎ Mrs Smith usually ‎ ‎ often sometimes ‎ 理解第三个问题时,指名说从哪句话知道的。然后讲解I usually walk. 指名理解walk,并强调它的同义句I come to school on foot,顺势理解That’s good exercises.‎ ‎ (5)理解go和come的用法。‎ ‎ 教师领读黑板上的句型:How do you come to school? 和How do they go to school?‎ ‎ 学生思考句型的异同,并用下图帮助学生理解come 和go。‎ ‎ ‎ You’re here.‎ there come go ‎ ‎ ‎ ‎ ‎(6)Listen to the tape and follow the tape.‎ ‎(7)Read in role.‎ ‎(8)Act the dialogue.‎ 教学资源:课件、录音机、磁带 设计意图:处理本环节,我采取先整体感知对话,抓重点提取关键信息,然后再整体把握,逐步的培养学生的阅读方法和阅读能力。‎ Step 4 Practice ‎1. Play a game “Who is fast?”‎ ‎ 教师说句子,如: I go to school by plane./I come to school by ship. 学生马上做出判断是否符合逻辑,若符合逻辑则跟读,不符合逻辑则双手交叉说No. 教师示范几次,学生来说句子。‎ 设计意图:训练学生理解描述交通方式的句子。‎ ‎ 2. 活动“我是小小调查员。”‎ ‎ 调查班里的同学来上学的交通方式,完成P14的调查任务,并进行全班汇总。‎ 参考句型:—How do you come to school?‎ ‎—I usually/often/sometimes...‎ ‎ 设计意图:创设情境,锻炼了学生的口语表达能力,巩固和运用了所学的句子。‎ Step 5 Summary T: Boys and girls, what did you learn about this lesson?‎ ‎ 学生自由发言,教师整理。‎ ‎ 1. 学习了单词early。‎ ‎ 1. 学习了谈论交通方式的句子:How do you come/go to...?‎ ‎ I usually/often/sometimes go/come ...‎ ‎ 2. 知道了I usually walk.=I go/come to ....on foot.‎ 设计意图:教师帮助学生归纳和整理本节课的重点句型,加深学生对知识的记忆。‎ 课堂作业 一、看图,写出相应的交通方式。‎ ‎ 1. 2. 3.‎ ‎ __________ __________ __________‎ 二、单项选择。‎ ‎( ) 1. I come to school______. It’s not far.‎ A. on foot B. by subway C. by plane ‎( ) 2. I often go to school ______bus.‎ ‎ A. on B. buy C. by ‎( ) 3. Mike often comes by bike, ______ by bus.‎ ‎ A. sometime B. sometimes C. some times ‎( )4. I usually ______to the park.‎ ‎ A. walk B. on foot C. goes 三、连词成句。‎ ‎1. I, usually, to, come, by, taxi, school(.)‎ ‎_________________________________________________‎ ‎2. is, good, that, exercise(.)‎ ‎_________________________________________________‎ ‎3. do, how, you, to, come, school(?)‎ ‎_________________________________________________‎ 四、我是阅读小能手。阅读短文,判断正“T”误“F”。‎ ‎ Ann: Let’s go to Zhongshan Park. ‎ Lucy: Hooray!‎ ‎ Ann: How do we get there?‎ Lucy: It’s easy. Come to my home by bike. Then we go to Zhongshan Park by bus.‎ ‎ Ann: Where is your home?‎ ‎ Lucy: It’s next to the science museum.‎ ‎ Ann: Which floor?‎ ‎ Lucy: The first floor, Room 2 A.‎ Ann: See you.‎ Lucy: See you.‎ ‎( )1. Ann and Lucy want to go the zoo.‎ ‎( )2. They go to the park by bike. ‎ ‎( )3. Lucy comes to Ann’s home by bus.‎ ‎( )4. Lucy’s home is behind the science museum.‎ Answers:‎ 一、1. by car 2. on foot 3. by bike 二、1. A 2. C 3. B 4.A 三、1. I usually come to school by taxi./ Usually, I come to school by taxi.‎ ‎ 2. That is good exercise.‎ ‎ 3. How do you come to school?‎ 四、1.F2.F3.F4.F ‎ ‎ 板书设计 ‎ A Let’s talk ‎ ‎ 频度副词 ‎ ‎ always How do you come to school? early早到的 ‎ ‎ usually I usually/often/sometimes come... I usually walk. ‎ ‎ often =I come to school on foot.‎ ‎ sometimes ‎ 第三课时 课时内容 ‎ B let’s learn Be a tour guide 课时分析 本课时是人教版六年级上册第一单元第三课时。围绕“问路”这一话题展开,主要通过对话学习单词和词组crossing, turn left, go straight, turn right及句型How can I get to the...? Turn left/... 的表达。激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。在第一、二课时中学习了句型Where is the...?为本课时做了很好的铺垫。本课时的重点是四会单词和短语的掌握以及能够运用四会单词和词组为他人指路。‎ 本课时包括Let’s learn 和Be a tour guide两个版块。Let’s learn通过Mike问路的对话,‎ 呈现了单词及词组的词形和意义。此话题与我们的生活很密切,很能激起学生学习的兴趣。Be a tour guide版块是用于操练B Let’s learn版块中的词汇。通过学生简单介绍景点,达到巩固语言、运用语言的目的。‎ 本课时的词汇很容易理解,但是单词crossing, turn, straight的发音有点难度。要利用学生的迁移能力,从学过的单词入手,尝试让学生自己发现规律,自己拼读。在教学句型时,不只是教本课书上的知识,还要拓展句型,发散学生的思维。在整个教学过程中,遵循以学生为主体的原则,采用唱歌、游戏、角色扮演等多种教学手段调动全体学生的参与,让学生在轻松、快乐的环境下,自主的学习。‎ 课时目标 ‎1.能够听、说、读、写单词和词组:crossing, turn left, go straight, turn right ‎2.能够正确运用上述单词和词组为他人指路。‎ ‎3.激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、读、写单词和词组:crossing, turn left, go straight, turn right ‎(2)能够正确运用上述单词和词组为他人指路。‎ ‎(3)能够听、说、认读单词Italian,restaurant ‎(4)能够听、说、认读句型: How can I get to ...? ‎ ‎2. 难点 ‎(1)单词crossing, turn, straight, restaurant的发音。‎ ‎(2)问路句型的灵活运用。‎ 教学准备 ‎ 课件、词卡、录音机、磁带 教学过程 Step 1 Warm up ‎ ‎1. Greeting ‎ T: How are you, everybody? ‎ ‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. ‎ ‎2. Let’s chant.‎ ‎ T: Boys and girls, I have a chant for you. Listen to the tape and follow the tape.‎ Where is the post office? Next to the hospital.‎ ‎ Where is the hospital? Next to the cinema.‎ ‎ Where is the cinema? Next to the bookstore.‎ Where is the bookstore? Go straight ahead.‎ ‎ ‎ ‎ ‎ ‎ ‎ 教学资源:课件、录音机、磁带 设计意图:通过儿歌帮助学生复习和本课相关的单词和句型,同时本课的四会短语Go straight也出现在儿歌中,为本课的学习做好了铺垫。‎ Step 2 Lead in Let’s do.‎ 播放“兔子舞”,师生一起跳,跳的时候注意强调单词left,right。 ‎ 教学资源:录音机、磁带 设计意图:有趣的旋律,有趣的动作,师生之间的互动加深了教师与学生的感情,调节了课堂气氛,同时很自然的引出要学习的单词left, right。‎ Step 3 Presentation ‎1.Teaching the new words and phrases“turn left, turn right, go straight, crossing”‎ ‎(1)Teaching “left, right”‎ ‎ T: Boys and girls, look, this is my left hand and this is my right hand.(教师伸出自己的左右手,理解词汇。板书left, right,教学right,让学生联系单词light, night的音、形,自己试着拼读单词,指名读单词,齐读单词,并总结-ight的发音规律。)‎ ‎(2) Teaching “on the left, on the right”‎ ‎ a. T: Look at the picture. Who are they?‎ ‎ Ss: They are Xiong’er and Xiongda.‎ ‎ T: Xiongda is next to Xiong’er. Who is on the left? Who is on the right.(课件呈现短语on the left, on the right. )‎ ‎ Ss: ... is on the left/right.(引导学生回答。齐读短语on the left, right。)‎ b.同桌两人用身边的同学练习句型,然后指名说。‎ ‎ _______ is on the left/right.‎ ‎(3) Teaching “turn left, turn right.”‎ ‎ a. 呈现“向左转、向右转”的标志,引出短语turn left, turn right。(板书单词turn。)‎ ‎ b. 呈现单词Thursday, hamburger,让学生读出并找出字母组合ur的发音规律,然后试着拼读turn,指名读,带读,分组读。 ‎ ‎ c. 分组读短语,男女生读短语。‎ ‎(4) Teaching “go straight.”‎ ‎ a. Teaching “straight”‎ ‎ 呈现straight的图片,引出单词,教学单词,注意ai的发音。‎ ‎ b. Teaching “go straight.’‎ ‎ 呈现“直走”的标志,引出短语go straight,板书短语。‎ ‎(5)Play a game ‎ 教师发指令turn left/right/ go straight,学生做动作。‎ ‎ 小组练习,一人发指令,学生做动作。‎ ‎(6)Teaching “crossing”‎ ‎ a. T: Everyone, look at the picture. This is a crossing.(呈现十字路口的图片引出单词crossing,板书单词,拼读单词,教读,跟读,指名读,齐读。)‎ ‎ T: Don’t run at the crossing. Don’t ...(play) at the crossing.(板书at the crossing,齐读短语。)‎ ‎(7)Listen to the tape and follow the tape.‎ 听录音,跟读板书的词汇。‎ ‎(8)Read the phrases in pairs.‎ ‎(9)Let’s chant.‎ ‎ 呈现儿歌,小组记忆儿歌。‎ turn left, turn left, 向左转 turn right, turn right, 向右转 go straight, 指着走 at the crossing 在十字路口 教学资源:课件、录音机、磁带 设计意图:利用肢体语言、图片引出词汇,吸引学生的兴趣。然后利用学生的迁移能力,自己总结发音规律,读出单词,培养学生的思维能力。接着听录音,跟读录音,模仿录音,最后儿歌记忆。在教学单词和短语中还穿插了有趣的游戏,让学生在轻松的环境下掌握知识。‎ ‎2. Teaching “How can I get to ...? Turn left/right...”‎ ‎(1) T: Look, this is Lisa. She wants to buy a new magazine. She wants to go to the bookstore. But...(呈现Lisa的问句,教学get there,指名理解句子,齐读句子。)Lisa doesn’t know where the bookstore is. Let’s help her. Ok?‎ Ss: Ok. Go straight, turn right.(呈现地图,学生简单描述路线。)‎ ‎(2)呈现句型,同桌两人讨论路线,然后一起描述。‎ ‎ ________ at the_________. Then(然后) __________ at the_________. ‎ It’s on the_________.‎ ‎(3)呈现简易地图,学生两人一组练习。‎ ‎ A: How can I get to the...?‎ ‎ B: Turn right/... at the... It’s on the/your left/right.‎ ‎(4)指组练习。‎ ‎(3)Let’s learn ‎ T: It’s 12 o’clock. Mike and Wu Yifan are hungry. They want to go to the Italian restaurant(课件呈现饭店的图片,板书单词Italian, restaurant,理解单词,教学单词。).‎ ‎ T: Where is the Italian restaurant?(自读课文,回答问题。)‎ ‎ Ss: Turn left. ‎ ‎(4)Listen to the tape and follow the tape.‎ ‎(5)Read in roles.‎ 教学资源:课件、录音机、‎ 设计意图:教学句型,由简单到复杂,逐步学习,层层递进。‎ Step 4 Practice ‎1. Play a game.‎ ‎ (1)Guess the words.‎ ‎ 课件呈现单词turn, straight, crossing, right, left,开头或结尾被遮住,学生快速猜测并读出单词。‎ ‎(2)地雷游戏。‎ ‎ 教师在黑板上其中的一个单词下方画上地雷,学生读黑板上的单词,遇到有地雷的单词就要安静。‎ ‎(3)看动作说词组。‎ ‎ 请一名学生到讲台前做出turn left/right, go straight的动作,其他学生说词组。(此活动可以在小组内完成。)‎ 教学资源:课件 设计意图:通过游戏,让学生在玩中巩固B Let’s earn词汇。‎ ‎2. Be a tour guide 在班级中举办“最佳导游”选拔赛。比赛程序先在小组内参加,再选出代表参加全班评比。‎ 参考句型:Now we are in front of/near/next to...Go straight /go along/..Turn left/right at ... You can see....‎ 设计意图:此活动通过角色扮演,运用所学词汇句型指路并简单介绍,达到了活学活用的目的。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言,教师总结。‎ ‎1.单词和词组:turn left, turn right, go straight, crossing ‎2.在左边、右边:on the left/right ‎ 在十字路口:at the crossing ‎3.问路的句型:How can I get to the.../get there?‎ ‎ Turn left/right...at the...‎ 设计意图:帮助学生整理和归纳,加深对知识的理解和记忆。‎ 课堂作业 一、根据汉语将单词补充完整。‎ 笔直的 str _ _ ght 右边 r_ _ _t 转弯 t_ _ n ‎ 1. 2. 3. ‎ 二、看图选择正确的选项。‎ ‎( )1. A. crossing ‎ ‎ B. go straight ‎( )2. A. turn left ‎ B. turn right ‎( )3. A. restaurant ‎ B. Italian 三、单项选择。‎ ‎( )1.______ can I get there?‎ ‎ A. What B. Where C. How ‎( )2. Turn left ______ the bookstore.‎ A. in B. at C. on ‎( )3. Don’t run ______ the crossing.‎ A. in B. at C. on ‎( )4. Amy sits beside Sarah. Amy is ______the left.‎ ‎ A. on B. in C. at 四、看图,补全句子。‎ ‎ 1. —How can I get to the bookstore?‎ ‎ —_______ _______, and _______ ________.‎ ‎ 2. —Where is the cinema?‎ ‎ —_______ _______ at the ________. Go straight, ‎ you can see it.‎ Answers:‎ 一、1. ur 2. igh 3. ai 二、1.A 2.B 3.A 三、1.B 2.B 3.B 4.A 四、1.Go straight, turn left 2. Turn right, go straight 板书设计 ‎ B Let’s learn ‎ turn left 向左转 How can I get there?‎ ‎ turn right 向右转 (到那)‎ ‎ go straight 直走 Turn left/right...at the...‎ ‎ at the crossing在十字路口 ‎ ‎ 第四课时 课时内容 B Let’s try Let’s talk 课时分析 本课时是人教版六年级上册第一单元第四课时,与第三课时紧密相连。围绕“吃饭地点在哪”这一话题展开,主要通过对话学习句型How can we get there? Turn left/right at the...的表达。继续培养学生学习英语的兴趣以及树立学好英语的信心。本课时的对话有两个信息点:一是吴一凡和Mike看完电影后要去的地方,二是问路。前者在A部分已学过,后者也在第三课时中初步学习,为本课的教学奠定了基础。本课时的重点是能在情景中灵活运用句型How can we get there? Turn left/right at the...问路和作答。‎ 本课时包括Let’s try和Let’s talk两个版块。Let’s try呈现了吴一凡和Mike打电话的情景。通过此情景设计的听力练习,使学生获得Let’s talk版块的人物及场景信息,为进入正式的对话学习做好准备。Let’s talk 版块通过吴一凡和Mike 看完电影后讨论吃饭地点在哪的情景,让学生感知句型How can we get there? Turn left/right at the...的语义及语用情景。此情境的设计,与学生的生活息息相关,很能激起学生的求知欲。‎ 本课时涉及了前面几个课时的内容,在本课的教学过程中,我采用游戏、问答等方法复习和巩固学过的知识。利用教材设置的情境学习对话,小组合作模仿对话,表演对话,创编对话等,充分发挥学生的主体地位。‎ 课时目标 ‎1. 能够理解对话大意。‎ ‎2. 能够按照正确的意群及语音、语调朗读对话。‎ ‎3. 能够听、说、读、写句型:How can we get there? Turn left at the bookstore.‎ ‎4. 能够在情景中运用句型How can we get there? Turn left at the...‎ ‎5. 培养学生学习英语的兴趣以及树立学好英语的信心。‎ 课时重难点 ‎1. 重点 ‎(1)能够理解对话大意。‎ ‎(2)能够按照正确的意群及语音、语调朗读对话。‎ ‎(3)能够听、说、读、写句型:How can we get there? Turn left at the bookstore.‎ ‎(4)能够在情景中运用句型How can we get there? Turn left at the...‎ ‎2. 难点 问路及作答的句型的综合运用。‎ 教学准备:课件、录音机、磁带、对话简图 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: Are you ready for English class?‎ ‎ Ss: Yes.‎ ‎ T: Ok. Let’s begin our class. Before our class, let’s review some words and phrases first.‎ ‎2. Review some words and phrases.‎ ‎ 教师呈现十字路口、左转,右转,笔直的等单词、短语的图片,指名说。‎ ‎3. Play a game.‎ ‎ 教师依次说出单词left, right, straight,学生说短语做动作。例如:教师说left, 学生说turn left, 然后做出相应的动作。反复循环,可以加快语速和节奏进行操练。‎ 教学资源:课件 设计意图:通过游戏复习和巩固上节课的知识,并为本课对话的学习做好准备。‎ ‎3. Ask and answer ‎ T: I want to go to the cinema? How can I get to the cinema?‎ ‎ S1: Turn left and go straight.‎ S2: How can I get to the …?‎ S3:...‎ ‎(首先师生问答,然后指几组学生做问答练习。)‎ 教学资源:课件 设计意图:通过问答的环节复习了上一节课所学的句型,为学习本课做好铺垫。‎ Step 2 Lead in Let’s try ‎1.T: Good, everyone. I have some pictures. Now let’s have a look. (展示Mike 和吴一凡的人物图片。) Who are they? ‎ Ss: Mike and Wu Yifan.‎ T: Where do they want to go? Guess?‎ S1: The cinema?‎ S2: The...?‎ ‎...‎ ‎(提供选项让学生按照自己的想法选择。)‎ T: Where is the place?‎ S1: Next to the bookstore?‎ S2: ...‎ ‎ (提供选项,让学生选择。)‎ 教学资源:课件 设计意图:通过听前预测,激活学生的思维,帮助学生抓到核心信息,为听做好准备。‎ ‎2.播放Let’s try录音,学生独立完成听力练习。师生核对答案。‎ 教学资源:课件、录音机、磁带 设计意图:通过此环节的练习,使学生获得了对话的人物和场景信息,很自然的过渡到对话的学习。‎ Step 3 Presentation ‎1. Learn the dialogue.‎ ‎(1) 听前预测。‎ ‎ T: Wu Yifan and Mike saw an interesting film. Where do they want to go now?‎ ‎ S1: The park?‎ ‎ T: Why?‎ ‎ S1: They want to...‎ ‎ S2: The...? They want to...‎ ‎...‎ 设计意图:听前预测,激发学生的求知欲,丰富学生的想象力。‎ ‎(2)播放对话,整体感知对话内容。‎ ‎(3)初读课文,理解大意。‎ a. 带着问题自读课文。‎ ‎1. Where do they want to go?‎ zoo museum clothes shop Italian restaurant ‎2. How can they get there?‎ ‎ _________ at the _________. Then(然后)_________ at the ________.‎ ‎ ‎ b.核对答案,了解课文。‎ 教学资源:课件 设计意图:问题的设计使学生初步了解文本信息。‎ ‎(4)Teaching “Where is the restaurant? It’s next to the park on Dongfang Street.”‎ ‎ a. Teaching “pizza, street”‎ T: Wu Yifan is hungry. So they want to go to the ...‎ Ss: Restaurant.(带读单词,拼读单词,齐读单词。)‎ T: Why do they want to go to Italian restaurant? Because Mike likes to eat pizza.(课件呈现pizza图片,指名读单词,齐读单词。)‎ T: But where is the restaurant?‎ Ss: It’s next to the park on Dongfang Street.(引导学生回答,板书on Dongfang Street,教学street, 联系单词feet, meet, bee,思考字母组合ee的发音规律,拼读出单词。带读单词,指名读单词。讲解on Dongfang Street,强调专属名称首字母要大写。)‎ ‎ b.学生练读短语,观察异同,归纳介词词组的特点。‎ ‎ A 组 B组 on Shuguang Street at the bookstore on Guangming Street at the hospital on Zhongshan Street at the cinema ‎ ‎ ‎ (课件先呈现A组,学生认读。然后再呈现B组,学生认读,最会学生讨论,归纳两组介词短语的特点。)‎ ‎ c. 呈现句型Where is the restaurant? It’s next to the park on Dongfang Street.师生问答同桌两人问答。‎ ‎ d. 操练句型.。‎ 同桌两人练习,指组练习。‎ hospital cinema, Lihua Street bookstore library Zhongshan Street 句型: Where is the ______?‎ ‎ It’s next to/near the________ on ________.‎ 教学资源:课件 设计意图:在学生短语on...street时,让学生与at the...的短语比较,然后自己总结规律,培养学生的思维能力。‎ ‎(5)Teaching “How can we get there? Turn left at the...”‎ ‎ a. T: Italian restaurant is next to the park on Dongfang Sreet. How can they get there?(板书get there, get to,讲解get there, get to的用法)‎ Ss: Turn left at he bookstore. Then turn right at the hospital.(学生齐说)‎ ‎ b. 学生画路线。‎ 教师发给学生一张对话简图,学生画出路线。‎ ‎ c. 呈现句型How can we get there? Turn left at the bookstore.指名理解句子,分角色读句子。)‎ ‎ d. 操练句型。‎ 句型: How can we get to the______?‎ ‎ Turn left/right at the_______.‎ ‎(课件呈现一张简图,学生操练句型。)‎ 教学资源:课件、对话简图 设计意图:理解问答的句型,要求学生画出路线,加深对词汇、短语、句子的理解。‎ ‎ 2. Listen to the tape and follow the tape.‎ ‎ (播放录音,跟读录音)‎ 教学资源:录音机、磁带 设计意图:跟读录音,培养学生能用正确的语音、语调朗读对话。‎ ‎ 3. 分角色朗读课文,表演课文。‎ 设计意图:表演课文加深了学生对课文的理解。‎ ‎ 教学资源:课件、录音机、磁带、‎ 设计意图:先呈现整篇课文对话,让学生整体感知语言,然后再学习重点语言,练习语言。最后模仿整体对话,并创设真实的情境表演,达到理解语言、运用新的语言的目的。‎ Step 4 Practice ‎1. Make a new dialogue ‎ (1)小组合作创编对话。‎ ‎ Talk about a cinema or restaurant you like. ‎ ‎ 参考句型: ‎ ‎ A: I like________. Where is the _______? ‎ ‎ B: It’s ________ the _______ on _________ Street.‎ A: How can we get there?‎ ‎ B: __________________________‎ A: Ok. Let’s go.‎ ‎ (2)指组练习。‎ 教学资源:课件 设计意图:创编对话,培养学生之间的合作意识,达到巩固语言、运用语言的目的。‎ ‎2. Talk and draw ‎ 两人一组,各自手上拿着一张不同的worksheet。上面写有自己想去的场所,自己想去的街区图,但没标路线。学生互相交流,根据对方的信息在图里画出自己要去的地方的路线。‎ ‎ 参考句型:How can I get there?‎ ‎ Go straight. Turn left/Turn right. ‎ 设计意图:谈一谈、画一画,吸引了全体学生的兴趣,达到了在真实语境中运用语言的目的。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言,教师总结。‎ ‎1. get to, get there的用法。‎ ‎2. “在某街道”应说:on... Street ‎3. 问路的句型:How can we/I/you get there?‎ ‎ 回答:Turn left/ right at the ...‎ 设计意图:归纳和整理本节课学习的重点知识,帮助学生理解、记忆和运用。‎ 课堂作业 一、 选出不是同类的单词。‎ A. pizza B. cake C. crossing A. left B. at C. right A. restaurant B. cinema C. street ‎1. 2. 3.‎ 二、单项选择。‎ ‎( )1. What_______ interesting film!‎ A. a B. an C. /‎ ‎( )2. —How can I _______ there?‎ ‎ —Go straight.‎ A. get to B. go to C. get ‎ ‎( )3. Where is the hospital?‎ ‎ It’s near the park _______ Dongfang Street.‎ A. in B. at C. on 三、改错。‎ ‎ ( )1. Turn left on the bookstore. ________‎ ‎ A B C ‎( )2. The zoo is next the post office. ________‎ ‎ A B C ‎ ( )3. How can we get the museum? ________‎ ‎ A B C 四、连词成句。‎ ‎ 1. at, right, hospital, the, turn(.)‎ ‎ ________________________________________________‎ ‎ 2. I, know, Italian, great, a, restaurant(.) ‎ ‎ ________________________________________________‎ Answers:‎ 一、1.C 2.B 3.C 二、1.B 2.C 3.C 三、1.B, at 2. C, next to 3.C, get to 四、1. Turn right at the hospital.‎ ‎2. I know a great Italian restaurant.‎ ‎ 板书设计 ‎ B Let’s talk ‎ on Dong fang Street get there 到那 ‎(街道) get to +地点 到达某地 问路:How can we /I/you get there? ‎ ‎ (get to the...) ‎ ‎ 回答: Turn left at the... ‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第一单元第五课时。主要围绕“Robin运用GPS找到饭店”这一话题展开,通过文本学习词汇far, GPS, gave, feature, follow, tell及能够通过推理、阅读获得的信息写出文章梗概。引导学生了解英语句子中的升降调,并能在教师的帮助下找到一般规律,正确朗读句子。培养学生的思维能力,学习英语的兴趣和树立学习英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了基础,本课时是第一单元知识的拓展。本课时的重点是能够听、说认读单词far, GPS, gave, feature, follow, tell以及能够捕捉文本的关键信息,能够通过推理、阅读获得的信息写出文章梗概。‎ ‎ 本课时分为读、写、语音三部分:第一部分通过图片了解从古到今辨别方位的几种方法,拓展学生的生活常识。第二部分提供了一篇短文,短文呈现了Robin运用GPS和吴一凡、Mike找到饭店的情景。短文情节非常吸引人,大大的提高了学生的阅读兴趣。通过学生阅读短文完成教材提供的读写活动。第三部分呈现了几组句子,学生要能够明白并能正确读出英语句子的升降调。‎ ‎ 本课时的词汇,对于学生来说有一定的难度。教师要结合图示、联系上下文帮助学生理解。遵循以学生为主体,教师为主导的原则,采取小组合作的方式,全面调动学生的参与,引导学生自主学习,培养良好的阅读习惯和技巧。‎ 课时目标 ‎ (1)能够听、说、认读单词:far, GPS, gave, feature, follow, tell。‎ ‎ (2)能够通过相关细节猜测词义。‎ ‎(3)能够知道车辆中哪种工具能帮助人们找到自己想去的地方。‎ ‎(4)能够在文中捕捉不同类型的信息,并能够推理获得教材提供的阅读理解题。‎ ‎(5)能够根据阅读获取的信息写出文章梗概。.‎ ‎(6)知道英语句子中有升降调,并在教师的帮助下找到一般规律,正确朗读句子。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、认读单词和短语:far, GPS, gave, feature, follow, tell。‎ ‎(2)能够在文中捕捉不同类型的信息,并能够推理获得教材提供的阅读理解题。‎ ‎(3)能够根据阅读获取的信息写出文章梗概。.‎ ‎(4)知道英语句子中有升降调,并在教师的帮助下找到一般规律,正确朗读句子。‎ ‎2.难点 ‎(1)能够通过相关细节猜测词义。‎ ‎(2)能够根据阅读获取的信息写出文章梗概。.‎ 教学准备 ‎ 多媒体课件、卡片、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. Are you happy today?‎ Ss: Yes. We’re happy. ‎ T: What’s the weather like today?‎ S1: It’s ...‎ 设计意图:通过与学生的交流,加深师生间的感情。‎ ‎2. Let’s sing.‎ ‎ T: Do you like music? Now let’s enjoy a song together.(教师播放歌曲Where is the hospital?学生欣赏并跟唱)。‎ 教学资源:录音机、磁带 设计意图:伴随着好听的歌曲,使学生尽快的投入到课堂上来。‎ Step 2 Lead in Play a game 教师准备turn left, turn right, go straight的卡片,请几名学生到讲台前,教师向这几名学生举卡片,学生根据卡片的内容做动作,其余学生说出词组。‎ 教学资源:卡片 设计意图:通过游戏,活跃课堂气氛,让学生在玩中复习和巩固所学词汇,避免只读词汇的枯燥。‎ Step3 Presentation ‎1. 阅读前 ‎(1)T:Now look at these pictures.(课件呈现Read and write的四幅插图。)Do you know ‎ theses things? Look at picture1. What’s this?‎ ‎ S1: It’s a map.‎ ‎ T: What’s this?‎ ‎ Ss: It’s a compass.(引导学生说出,带读单词,齐读单词。)‎ ‎ T: What’s this?‎ ‎ Ss: GPS.(板书单词,齐读单词,理解单词。)‎ ‎ T: What are they?‎ ‎ Ss: They are stars.(引导学生说出。领读单词,齐读单词。)‎ ‎(2)学生讨论:What are they for?‎ ‎(3)带读四个单词:map, compass, GPS, stars ‎(4)T: You are in a car. Which of these can help you find a place?‎ ‎ Ss: GPS.‎ ‎ T: Yes. You are right.‎ 教学资源:课件 设计意图:通过阅读图片学习从古至今辨别方位的几种方法,拓展学生的生活常识。 ‎ ‎2.阅读中 ‎ T: Look at the picture. This is ...(Robin) Wu Yifan’s grandpa gave Robin a new feature.(板书单词gave, feature,理解单词。)What does he have?(呈现短文题目,学生齐读。)‎ Ss: He has GPS. ‎ T: Wu Yifan and his friends wanted to go to the Italian restaurant. How did they get there? What did they pass by?‎ ‎(1)第一次阅读 ‎ a.快速阅读,用横线画出经过的地方。‎ ‎ b.核对答案。‎ ‎(2)第二次阅读 ‎ a.自读课文,画出不懂的词汇follow, follow me, far, work.,鼓励学生联系上下文猜测词义。‎ ‎ b.理解词汇。(利用简笔画、动作、联系上下文等方法理解单词。)‎ c.完成课文后的读写活动。‎ d.核对答案。‎ ‎(3)第三次阅读 a.展示课文,听录音跟读课文,模仿正确的语音、语调。‎ b.分角色朗读对话。‎ 教学资源:课件 设计意图:细读课文,理清思路。借助于一定的语境,学习新的词汇和重点句子。‎ 教学资源:课件、录音机、磁带 设计意图:通过初读课文,细读课文、跟读课文的方法有层次的学习课文。‎ ‎3.阅读后 ‎ 完成Tips for pronunciation版块的练习 ‎ a.呈现Tips for pronunciation版块的句子。‎ ‎ b.播放录音,学生跟读。‎ ‎ c.小组讨论句子中的不同声调。‎ ‎ d.教师小结。‎ ‎ 一般情况下,肯定句、特殊疑问句用降调,一般疑问句用s升调,Follow me, please. ‎ ‎ e.语音练习。‎ ‎ a. 呈现句子,学生读句子判断语调。‎ ‎1. Where is the cinema?‎ ‎ 2. Is there a park near here?‎ ‎ 3. Can I have some chicken, please?‎ ‎4. This is a cat.‎ ‎5. Are you a boy?‎ ‎6.What ‘s the weather like today?‎ ‎ b.小组讨论,根据语调给句子归类,并说出理由。‎ 教学资源:课件 设计意图:采取小组讨论的方式,让每个人都有发言的机会,都去思考、倾听,同时增强学生的合作意识。‎ Step 4 Practice ‎ ‎1. 复述故事。‎ ‎ 两人一组根据提纲复述故事。‎ Wu Yifan and his friends want to eat some pizza in an Italian restaurant. They ________ and ________. They ____________ and __________ again.‎ ‎ ‎ ‎ ‎ 设计意图:通过复述培养学生的语言表达能力。‎ ‎2. 动手画一画。‎ ‎ 四人一组,根据本课的信息,制作吴一凡去餐馆的线路图。‎ 设计意图:激发了学生学习的积极性,加深学生对课文的理解。‎ Step 5 Summary T: What did you learn about this class?‎ 学生自由发言,教师引导学生归纳知识点。‎ ‎1.学习了词汇:follow, follow me, far, work ‎2.了解辨别方位的几种方法:map, GPS, stars, compass ‎3.知道了英语句子有升降调。‎ ‎ 一般疑问句用升调,肯定句、特殊疑问句用降调。‎ 设计意图:通过师生的共同整理和归纳,强调了重点,深化了知识。‎ 课堂作业 一、选择与图片相符的选项。‎ ‎( )1. A. map ( )2. A. stars ‎ ‎ B. GPS B. compass right 反义词 far 反义词 二、按要求写单词。‎ ‎ 1. 2. ‎ work 第三人 称单数 ‎ 3. 直走 汉译英 4.‎ 三、单项选择。‎ ‎( )1. Now we’re _________ the cinema.‎ A. in the front of B. in front of C. in front ‎( )2. Let’s _________ right at the bookstore.‎ A. turn B. turns C. turning ‎( )3. You are in a car. Which of these can help you find a place? _________‎ A. GPS B. map C. compass 四、阅读短文,完成练习。‎ A: How can I get to the restaurant?‎ B: First, go straight. Turn right at the traffic light(交通灯), and then go straight again. Next, turn right at the cinema. You will see the restaurant. It’s on your left.‎ Park Bank Gym Cinema School Library Gym Restaurant Hospital Post Office a. 根据对话画出到饭店的路线。‎ b. 看图,写出从公园到图书馆改怎么走。‎ ‎ _______________________________________________________________‎ ‎_______________________________________________________________‎ ‎ ‎ Answers:‎ 一、1. B 2. A 二、1. near 2. left 3. go straight 4. works 三、1. B 2. A 3.A 四、1.略。‎ ‎2. 参考范文:First, go straight. Turn right at the traffic light(交通灯), and then go straight again. Next, turn left at the gym. You will see the library. It’s on your right.‎ 板书设计 ‎ B Read and write ‎ 英语句子有升降调 升调:一般疑问句 降调:肯定句、特殊疑问句 Wu Yifan’s grandpa GPS gave给 feature特点 ‎ GPS ‎ ‎ 全球定位系统 ‎ Robin 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第一单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check.检测本单元的A,B部分的核心句型和核心词汇的书写。Let’s wrap it up巩固复习归纳所学的介词词组。Story time引导学生复习巩固并拓展本单元的核心语言,并告诉学生适度饮食,不能暴饮暴食。本课时是对前几课时重点知识的回顾。学会了本课时所要掌握的知识,那么学生对本单元的重点已经掌握。本课时的重点是介词词组的归纳、四会词汇的掌握和句型的灵活运用。‎ ‎ 本课时包括Let’s check 、Let’s wrap it up 和story time三个版块。Let’s check呈现了一张地图,学生学会从图片信息中推测考查点,有目的、有针对性地听录音,完成听力任务。教师要重点培养学生良好的听力习惯,持续提高学生的听力水平。Let’s wrap it up. 板快呈现了Zoom在迷惘不知往哪儿走的情景,用以激活学生方位词和词组的储备知识,通过色块和Zoom的相对位置,提示需要填写的方位介词。Story time版块呈现的是Zoom 问路买食品的故事。此故事阅读性强,情节有趣,贴近学生的生活,符合学生的心理,能够激发学生阅读的兴趣。通过故事的学习,复习巩固和拓展本单元所学语言,增加学生语言的输入。‎ ‎ 本课时是复习课,话题比较多。在设计教学过程时,不同的版块采取不同的方法。Let’s wrap it up. 尽量让学生自己总结,教师归纳,培养学生的思维能力。Story time.采用引导学生初步感知、细节学习、角色表演等方式巩固语言,发展语言。‎ 课时目标 ‎ (1)能够独立的完成Let’s check,培养学生良好的听力习惯。‎ ‎ (2)巩固复习归纳所学的介词词组。‎ ‎(3)能够理解故事内容。‎ ‎(4)通过故事复习巩固本单元的重点语言。‎ ‎(5)能够表演故事,恰当运用故事中的语言。‎ ‎(6)告诉学生适度饮食,不能暴饮暴食。‎ 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)巩固复习归纳所学的介词词组。‎ ‎(3)能够理解故事内容。‎ ‎(4)通过故事复习巩固本单元的重点语言。‎ ‎2.难点 能够表演故事,恰当运用故事中的语言。‎ 教学准备:‎ 课件、录音机、磁带、词卡 教学过程 Step 1 ‎ Greeting T: Good morning,/afternoon everybody.‎ Ss: Good morning/Good afternoon, Ms/Mr.....‎ T: Nice to see you again. ‎ Ss: Nice to see you ,too.‎ T:What’s the weather like today?‎ Ss: It’s sunny/windy…‎ T; Yeah, it’s a sunny/... day. Are you ready for English class?‎ Ss: Yes. We’re ready.‎ 设计意图:通过与学生之间互相问好,询问天气的话题,拉进与学生之间的距离,为正式进入学习而准备。‎ Step 2 Lead in ‎ ‎1. Sing a song.‎ T: Great, boys and girls. Last class, we learned a song. Now let’s sing a song together.‎ Ss: Where is the hospital?‎ ‎(播放歌曲Where is the hospital?,学生跟唱。)‎ 教学资源:课件、录音机、磁带 设计意图:歌曲的导入,吸引了学生的学习兴趣,活跃了课堂气氛。‎ ‎2. Review the words.‎ 指名拼读cinema,bookstore,science museum,hospital,‎ ‎ 全班齐读。(教师课件展示单词。)‎ ‎3. Review the phrases.‎ 指名认读turn left, turn right, go straight, at the crossing,全班做动作说词组。‎ 教学资源:课件 设计意图:巩固了已学的知识,为下一环节做好准备。‎ Step 3 Presentation ‎1. Let’s check.‎ ‎ (1) Listen and tick the places you hear. Write the words under the picture.‎ ‎ a. 呈现Let’s check的图片,学生说出看到的场所。‎ b. 带着问题听录音。‎ c. 校对答案,请学生在没有选中的图片下写出对应的单词或词组。‎ ‎(2)Listen again and answer.‎ a. 齐读第一题:Where does the boy want to go? 指名理解句子。‎ b. 鼓励学生用完整的句子回答。‎ c. 齐读第二题:How can he get there from the post office? 指名理解句子。‎ ‎ 先口头描述,再听录音回答。‎ d. 师生共同核对答案。‎ 教学资源:课件、录音机、磁带 设计意图:有针对性的听录音,养成良好的听力习惯,锻炼学生的记忆力,提高学生听力的技巧。‎ ‎2. Let’s wrap it up.‎ ‎(1) 看图,讨论已给出的单词next to, near, beside的特点。‎ ‎(2) 指名说。‎ ‎(3) 学生独立完成填空。‎ ‎(4) 师生核对。‎ ‎(5) 指名说更多的方位词,教师适时补充。 ‎ 教学资源:课件 设计意图:鼓励学生自己说方位词,训练了词汇记忆的归类策略。‎ ‎3. Learn “Story time”‎ ‎(1)介绍故事人物。‎ ‎(2)介绍故事背景。‎ T: Zoom wants to get some food, but he doesn’t know the way to the shop. He asks the way. Can he get the food?‎ ‎(3) 播放动画课件,整体感知。‎ ‎(4) 学习课文。‎ a.带着问题细读课文。 ‎ Where is the London Eye?‎ Can he get the food?‎ How much food did he eat?‎ Why does Zoom want to eat tanghulu? ‎ b.小组讨论问题,师生共同分析。‎ 教师适时补充The London Eye, Thames的知识和山楂开胃,可帮助消化的知识。提醒学生平常生活不要暴饮暴食。‎ ‎ (5)再次欣赏故事,跟读故事。‎ 教学资源:课件、图片、‎ 设计意图:先初步欣赏故事了解梗概,然后再阅读故事,分析内容,最后再次欣赏故事。层次清楚,大大的提高了学生的阅读理解能力。‎ Step 4 Presentation ‎ 调整故事的文本,分组进行角色练习,然后表演故事。‎ 设计意图:分角色表演故事,复习巩固了本单元所学的语言,又增加语言的输入,同时培养学生的合作意识。‎ Step 5: Summary T: What did you learn about this lesson?‎ 学生自由发言,教师小结。‎ ‎1. 复习和归纳了很多的介词。‎ ‎2. 复习了本单元的重点词汇和句型。‎ ‎3. 学习了一则有趣的故事。‎ 设计意图:学生自由发言,教师帮助整理归纳知识点。‎ 课堂作业 一、按要求写单词。‎ ‎1. get there(英译汉)___________ 2. 向右转(汉译英)___________‎ ‎3. look(三单)___________ 4. in front of(反义词)___________‎ ‎5. crossing(英译汉)___________ 6. the London Eye(英译汉) ___________‎ 二、单项选择。‎ ‎( )1. I want ______ to the zoo.‎ ‎ A. to go B. go C. goes ‎ ‎( )2.—How can you get there from the library? ‎ ‎—______‎ A. It’s in front of the zoo. B. Turn left at the zoo. ‎ C. Yes, there is.‎ ‎( )3.—Is the Thames far from here?‎ ‎ —______.‎ A. Yes, it is. B. No, it is. C. Yes, I do.‎ 三、按要求完成句子。‎ ‎1. The cinema is beside the park.(就画线部分提问)‎ ‎ _______ _______ the _______?‎ ‎2. It’s near the post office.(同义句转换)‎ ‎ It’s_______ _______ the post office.‎ ‎3. museum, left, turn, the, at, science.(连词成句)‎ ‎ ______________________________‎ 四、我是阅读小能手。阅读短文,回答问题。‎ ‎ Amy: Hi, Ann. Let’s go to the gym.‎ ‎ Ann: Sure. How can we go there?‎ Amy: Go to Guangming Street. Turn right at the cinema. The gym is near it.‎ ‎ Ann: Ok. See you later.‎ Amy: See you.‎ ‎ 1. Where do Amy and Ann want to go?‎ ‎ ___________________________________.‎ ‎ 2. How can they get there?‎ ‎ ___________________________________.‎ Answers:‎ 一、1. 到那2.trun right 3. looks 4. behind 5. 十字路口6. 伦敦眼 二、1.A 2.B 3.A 三、1. Where, is, cinema 2. next to 3. Turn left at the science museum.‎ 四、1. They want to go to the gym.‎ ‎2. They go to Guangming Street. Turn right at the cinema. The gym is near it.‎ 板书设计 ‎ B Lets’ wrap it up C story time ‎ ‎ 介词 ‎ beside behind east ‎ ‎ near on west ‎ next to in north ‎ left at south ‎ right under ‎ in front of above 人教版PEP英语六年级上册Unit 2教案教学设计 Unit 2 Ways to go to school 单元整体分析 本单元是人教版英语六年级上册的第二单元,单元的话题是“Ways to go to school”。‎ 本单元通过呈现不同的场景,提供了关于表达交通方式、交通规则的句型。教学中分三个版块:A 部分, B部分和C 部分。A部分包括四会短语和情景对话,共两个课时。第一课时呈现了Mrs Smith和学生们谈论下周三如何去自然公园的场景,引出四会词组和交通方式的句型How do we get there? By bus.第二课时呈现Mike, Amy和Mrs Smith 早晨到校后谈话的情景,重点掌握句型How do you come to school? I usually/sometimes/often come on foot? B部分包括四会单词和词组、情景对话和读和写,共三个课时。第一课时呈现了Mrs Smith 和学生来到公园前,准备过马路的情景, 学习四会单词和三条交通规则。第二课时呈现了吴一凡在学校门口向Mr Jones 打听怎么去医院的对话情景,学会表达遵守交通规则的句型Don’t...,I/You must ...A、B部分重点掌握四会单词、词组和表达交通方式、交通规则的句型。C 部分包括听力测试、语法小结和故事,共一课时。重点是复习本单元所学重点词汇和句型。‎ 在课堂教学中,首先要整体把握本单元的教学内容,教学重难点,然后围绕本单元的主题设计教学。本单元的教学内容和学生的生活息息相关,要充分利用课件、教材、网络资源等方式,引导学生思考、交流,并且为学生创设真实的情境表达和运用所学句型。‎ 本单元所需要掌握的单词的音、形、义非常简单,贴近学生的生活,学生们非常喜欢学,也容易掌握。本单元涉及到的句型中I usually/often/sometime...在五年级上册的教材中已经学过,这个句型的学习对本单元的教学有一定的帮助。‎ 单元教学目标 ‎1. 知识目标 ‎(1)能够听、说、读、写单词和词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, sloe down, go, stop ‎(2)能够听、说、认读单词和词组:Mrs, early, helmet, must, wear, attention, pay attention to, traffic lights, Munich, Germany, Alaska, sled, fast, ferry, Papa Westray, Scotland ‎(3)能够听、说、读、写句型:‎ ‎—How do you come to school? —I usually/sometimes/often come on foot. ‎ Don’t go at the light. I must pay attention to the traffic lights. ‎ ‎ (4)能够掌握句式:‎ How do you+ come/go(to)+地点? 你怎么来/去……?‎ I come/go(to)+地点+交通方式. 我……来/去……‎ Don’t +动词原形+其他.不要……‎ 主语+must...我们必须……‎ ‎(5)知道英语句子中的连读现象。‎ ‎2. 能力目标 ‎(1)能够正确使用by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, slow down, go, stop这些单词和词组讨论或描述交通方式和交通规则。‎ ‎(2)能够在情境中恰当运用句型:Don’t ..., I/You must...谈论交通规则。‎ ‎(3)能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读杂志里关于上学交通方式的报道,运用本单元所学核心句型给同伴提出安全出行的建议,同时能仿照范例绘制自己的交通规则海报。‎ ‎3.情感目标 ‎(1) 了解不同国家学生上学的交通方式。‎ ‎(2) 能够辨认一些常见的交通标志,了解并遵守交通规则。‎ 教学重难点 ‎1. 教学重点 ‎(1)能够听、说、读、写单词和词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, sloe down, go, stop ‎(2)能够正确使用上述单词和词组讨论或描述交通方式和交通规则。‎ ‎(3)能够听、说、读、写句型:‎ ‎—How do you come to school? —I usually/sometimes/often come on foot. ‎ Don’t go at the light. I must pay attention to the traffic lights.‎ ‎(4)能够在情境中恰当运用句型:Don’t ..., I/You must...谈论交通规则。‎ ‎2. 教学难点 能够在情境中恰当运用四会句型。‎ 教学方法 任务型教学法、合作学习法、情景交际法、愉快教学法、活动教学法。‎ 教学时间 本单元共分六课时教学。‎ 第一课时: A Let’s learn Write and say 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Roleplay 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up C Story time 知识视窗 ‎1. 交通标志和交通规则异同 ‎ 世界上大部分国家是行人和车辆靠右走,但还是有50多个国窖和地区靠左行,如:英国、印度、澳大利亚、日本、泰国、南非、巴基斯坦、印尼、新加坡等。这些国家过去多数是英国的殖民地和英联邦成员,交通标志也是设在靠左行的方向。‎ ‎ 有的国家根据本国的具体情况,设计各种特色的交通标志,如澳洲在有袋鼠、鸸鹋出没的地方,都挂有袋鼠、鸸鹋图案的黄色标志,表示动物优先通过,或提醒司机注意前方动物的出没。‎ ‎2. 各地经典交通工具 伦敦—红色双层巴士 ‎1956年,双层巴士正式亮相于伦敦人的生活。‎ 纽约—黄色出租车 在纽约街头,有着数不胜数的黄色小轿车。这些黄色出租车在纽约人的生活中扮演了非常重要的角色。‎ 威尼斯—小艇 水上城市威尼斯是看不到汽车的。但是他们有水上巴士,水上出租车,最有特色的是一种名叫“贡多拉”的小型划船。“贡多拉”船形呈新月状,细长的黑色船身,扁平的船底,首尾两端尖尖翘起,很适合在狭窄的水巷中穿行。‎ 第一课时 课时内容 ‎ A Let’s learn; Write and say 课时分析 本课时是人教版六年级上册第二单元第一课时。围绕“交通方式”这一话题展开,主要学习关于交通方式的词组by plane, by train, by taxi, by ship, on foot, by bus, by subway以及运用句型How do we get there? ...谈论交通方式的选择。保持学生学习英语的兴趣,树立学好英语的信心。第一课时是本单元的首课时,是整个单元的基础。本课时的重点是四会词组的掌握以及能够运用四会词组讨论交通方式。‎ ‎ 本课时包括Let’s learn 和Write and say两个版块。Let’s learn通过Mrs Smith 和学生们谈论下周三如何去自然公园的场景呈现了四会词组的词形和意义。此情境是与学生的实际生活相关的,话题很能引起学生的兴趣。Write and say 版块是一个综合性的语言运用活动。学生可以通过这个活动结合自己的实际巩固运用A部分所学的词汇和句型。‎ 本课时虽然是新授课,但是单词foot, bus, taxi, bike, plane在三年级的教材中已经学过,为本课的学习打下了很好的基础。在设计本课教学过程时,采用引导学习和自主学习相结合的方式,运用情景教学法、愉快教学法、合作学习法等教学方法,调动全体学生学习的积极参与,培养学生学习的兴趣。‎ 课时目标 ‎ (1)能够听、说、读、写词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway (2)能够听、说、读、写句型How can you get there? By bus.‎ ‎(3)能够结合句型How do we get there? By bus/...谈论交通方式的选择。‎ ‎(5)保持学生学习英语的兴趣,树立学好英语的信心。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、读、写词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway(2)能够听、说、读、写句型How can you get there? By bus.‎ ‎(3)能够结合句型How do we get there? By bus/...谈论交通方式的选择。‎ ‎2.难点 能够灵活运用句型How can you get there? By bus/...谈论交通方式的选择。‎ 教学准备 ‎ 多媒体课件、图片、卡片、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you?‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. What’s the weather like today? ‎ Ss: It’s...‎ T: How do you feel?‎ Ss: ...‎ T: Now before our class, let’s play a game.‎ 设计意图:师生之间的交流,拉近了与学生之间的距离。‎ ‎2. Play a game.‎ T: What’s this? Guess!‎ S1: A ...?‎ S2: A ...? ‎ 师生玩“猜单词”的游戏。将小汽车、脚、自行车、公共汽车的图片遮住一部分,学生猜出单词。‎ 教学资源:课件 设计意图:游戏的设计既让学生们快速进入学习的状态,同时又复习了和本课相关的单词。‎ Step 2 Lead in Let’s chant a. T: Good, boys and girls. I have a chant for you. Let’s listen .教师播放歌谣,学生倾听。‎ How do you come to school?‎ Sometimes by bike.‎ Sometimes by bus.‎ But never come by train.‎ How do you get to London?‎ Never on foot, never by bus,‎ Always by train or by plane. ‎ ‎ ‎ b. 再次播放录音,学生轻声吟唱。‎ 教学资源:课件 设计意图:吟唱歌谣激发了学生学习的兴趣,复习和巩固和已学的词汇,同时为Let’s learn的学习做好铺垫。 ‎ Step 3 Presentation ‎1. Teaching “on foot, by bus, by taxi, by subway, by plane, by train, by ship”.‎ ‎(1) Teaching “on foot, by bus, by taxi, by subway”.‎ T: My home is far from our school. I come to school by car. How do you come to school?(教师板书by car, 然后根据学生来上学的不同方式指名说,教师板书by bus, by bike, on foot)‎ ‎ S1: By bus.‎ ‎ S2: By car.‎ ‎ S3: by bike. ‎ S4: On foot ‎ T: We have many ways to come to school.(齐读板书词组)What else? Look at the picture. We can come by...‎ ‎ Ss: Taxi.(板书by taxi,学生拼读)‎ ‎ T: We can come by...(课件呈现地铁的图片) ‎ ‎ Ss: Subway.(板书by subway, 联系单词way和u的发音规则,学生试着拼读。指名读,带读by subway,齐读)‎ ‎(2) Teaching “by plane, by ship”‎ ‎ T: In fact, when go outside, we have many ways to go to many places. (教师指板书,学生认读词组)‎ ‎ We can also go...(课件呈现飞机的图片)‎ ‎ Ss: By plane.(指名拼读,带读,分组拼读,齐拼读)‎ ‎ T: We can also go...(课件呈现轮船的图片)‎ ‎ Ss: By ship.(板书by ship, 利用i的拼读规则,学生自己试着拼读。指名读,带读,拼读,齐读。联系单词sheep,比较二者发音的不同,强调ship中i的发音和sheep中ee的发音。)‎ ‎(3) 听录音跟读词组。‎ ‎(4) 升降调读词组。‎ ‎(5) 两人练读词组。‎ ‎(6) 记忆词组。‎ by bus, by bus, 乘公共汽车by taxi, by taxi,乘出租车 by subway, by subway,乘地铁 by train, by train, 乘火车by plane, by plane乘飞机 by ship, by ship, 乘轮船 on foot, on foot, 步行 ‎ ‎ ‎(7)观察词组,找规律。‎ ‎ by +交通工具,表示乘……‎ 教学资源:课件、录音机、磁带 设计意图:教学单词subway, ship,引导学生联系旧知,运用拼读规则认读单词,培养学生的拼读能力和知识的灵活运用能力。‎ ‎2. Learn the dialogue.‎ ‎ (1)呈现 A Let’s learn 版块Mrs Smith和学生们讨论的场景。‎ T: Who are they?‎ Ss: Mrs Smith, Mike, Sarah, Amy and Wu Yifan.‎ T: Yes. What are Mrs Smith and her students talking about? Can you guess?‎ S1:...‎ S2:...‎ ‎(请几名学生猜测)‎ T: They are going to the nature park next Wednesday.‎ How do they get there? Guess!‎ S1: By bus?‎ S2: By car?‎ ‎...‎ ‎(学生们猜测。)‎ Mrs Smith and her students next Wednesday When ‎? ‎ How the nature park Where ‎(课件呈现思维导图,帮助学生梳理几个要素:时间,地点和交通方式。)‎ ‎ (2)小组讨论不可能采取的交通方式,说明理由,然后分组。‎ by plane by ship ‎ by subway by taxi ‎ by car ‎ ‎×‎ by bus on foot ‎√‎ ‎ ‎ ‎(3)听录音跟读录音。‎ ‎(4)自读课文,解决问题。‎ ‎ How do they get to the nature park?‎ ‎(5)分角色朗读课文,表演课文。‎ ‎(6)背诵课文。‎ ‎(7)创编对话,指组练习。‎ ‎ 参考句型:A: Let’ s go to the ______.‎ ‎ B: Great/Ok/Hooray.‎ ‎ A: How do we get there?‎ ‎ B: ________.‎ 教学资源:课件、录音机、磁带 设计意图:学生自学对话,表演对话,创编对话,提高了学生自主学习的能力,加深了对对话的理解.。‎ Step 4 Practice ‎1. Play games. ‎ ‎ (1) 教师出示词组词卡请学生快速认读。所有词组读过一遍后,教师在某词组处停住,提问学生:What’s next? 学生根据记忆说出下一个词组及汉语。‎ ‎ (2) 请一名学生到台前抽取图片,其他学生根据图片说出词组。‎ 教学资源:词卡、图片 设计意图:通过不同的游戏形式练习Let’s learn词汇,使学生达到熟练的程度。‎ ‎2. Write and say ‎ (1)教师布置学生在From一列写出自己的出发地,在To一列写出目的地,然后根据实际情况选择适当的交通工具。‎ ‎ (2)两人一组交流出行方式。‎ 句型:A: How do you get to ...from...?‎ B: On foot/By...‎ ‎ (3)指几组练习。‎ ‎ 设计意图:巩固运用A部分所学的词汇,做到活学活用。‎ Step 5 Summary ‎ T: What did you learn about this lesson? 学生自由说,教师总结。‎ ‎ 1. 学习了交通方式的词组:by plane, by train, by taxi, by ship, on foot, by bus, by subway ‎ 2. 乘某种交通工具:介词by+交通工具 ‎3. 学习了谈论交通方式的句子:—How do you/ we/ get there?‎ ‎ —On foot/By...‎ 设计意图:鼓励学生积极发言,帮助学生整理和归纳,加强学生的记忆。 课堂作业 一、看图片,写出相应的交通方式。‎ ‎1. 2. 3. 4. ‎ ‎ _____________ _____________ _____________ _____________‎ 二、单项选择。‎ ‎( )1.—Let’s go to the zoo.‎ ‎ —_________.‎ A. Thanks B. Great C. Bye ‎ ‎( )2.—How do you get there?‎ ‎ —_________.‎ ‎ A. By foot B. On feet C. On foot ‎( )3. I go to school _________train. ‎ A. on B. by C. in 三、写一写。‎ China the USA ‎1. —How do you get to the USA from China?‎ ‎ —_______ _______.‎ the park your home ‎2. —How do you ______ ______ the park from your home?‎ ‎ —______ _______.‎ ‎3. —__________________________________________?‎ ‎ —______ ______.‎ ‎ ‎ Answers:‎ 一、1. by plane 2. by bus 3. by ship 4. by taxi 二、1.B 2. C 3.B 三、1. By plane 2.get to, By subway 3. 略。‎ 板书设计 Unit Two Ways to school A Let’s learn A: Let’s go to the ________.‎ B: Great/ Ok/Hooray!‎ A: How do we get there? ‎ B: _______.‎ ‎ car ‎ bike bus subway by+交通工具 train ‎(乘……) taxi plane ‎ on foot 第二课时 课时内容 A Let’s try ;Let’s talk 课时分析 本课时是人教版六年级上册第二单元的第二课时,与第一课时紧密相连,围绕“来上学的交通方式”这一话题展开。本节课主要是通过对话的情景学会用英语表达如何来上学的的句型How do you come to school? I usually/sometimes/often come...激发学生学习英语的兴趣。在第一课时中的交通方式词组的学习为本课时奠定了基础。本课时的重点是能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问及作答。‎ 本课时包括Let’s try 和Let’s talk 两个版块。Let’s try是听力训练,呈现的是Mike和Amy早晨到校后谈话的情景。通过听力的练习获得Let’s talk版块的人物及场景信息,为进入正式的对话做好准备。Let’s talk呈现的是Mike, Amy和Mrs Smith早晨到校后谈论来上学的交通方式的场景。情景设置真实,学生们都非常感兴趣,激发了学生学习的热情和想要用英语表达的欲望。‎ 本课时出现的词组by bike, by car, by bus, on foot,学生们在第一课时已经学会了表达。频度副词usually, sometime, often在五年级下册教材中也接触过。所以教学本课时,先采用问答、歌曲等方法复习前面所学的知识,帮助学生回忆。接着采用学生自主学习、教师引导相结合的方式,帮助学生更好的理解和运用语言。最后通过游戏、“我是小小调查员”等活动巩固和运用语言。‎ 课时目标 ‎1. 能够听、说、读、写句型:How do you come to school? Usually, I come on foot.‎ ‎2. 能够很好的完成Let’s try。‎ ‎3. 能够理解对话大意。‎ ‎4. 能够按照正确的意群及语音、语调朗读对话。‎ ‎5. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ ‎6. 激发学生用英语表达的热情,保持对英语学习的兴趣。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、读、写句型:How do you come to school? Usually, I come on foot.‎ ‎(2)能够很好的完成Let’s try。‎ ‎(3)能够理解对话大意。‎ ‎(4)能够按照正确的意群及语音、语调朗读对话。‎ ‎(5)能够在情景中运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ ‎2.难点 ‎(1)单词early的理解。‎ ‎(2)在情景中恰当的运用句型How do you come to school? I usually/sometimes/often come...提问和作答。‎ 教学准备 ‎ 多媒体课件、词卡、录音机、磁带、调查表 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: Nice to see you again.‎ Ss: Nice to see you, too.‎ T: What do you do on the weekend?‎ S1: I usually...‎ S2: I often ..., sometimes...(板书单词usually, often, sometimes)‎ ‎...‎ 教学资源:课件 设计意图:师生之间的交谈,既拉近了与学生之间的距离,又复习了频度副词usually, often, sometimes,为正文的学习做好准备。‎ ‎2. Review some phrases.‎ a. T: Great! Everyone, now let’s review some phrases. (课件呈现by bus, by taxi, by ship, by train, by subway, by plane, on foot的词卡,学生说词组。)‎ b. 学生齐读词组by bus, by taxi, by ship, by train, by subway, by plane, on foot。‎ 教学资源:词卡 设计意图:词卡的认读,既复习和巩固了上节课的知识,又为学习的学习打下基础。‎ ‎3. Let’s sing.‎ 教师播放歌曲How do you get there?学生跟唱。‎ 教学资源:录音机、磁带 设计意图:歌曲的运用吸引了学生的学习兴趣,活跃了课堂气氛,复习了上节课的知识。‎ Step 2 Lead in ‎1. Let’s try ‎(1) T: Who are they?(呈现Let’s talk的插图) ‎ Ss: Mike and Amy. ‎ T: Who’s this lady?‎ Ss: Mrs Smith.‎ T: Where are they?‎ Ss: At school.‎ T: Amy and Mike meets Mrs Smith this morning. What are they talking about?‎ ‎ Please guess..‎ ‎(2) Listen to the tape and tick or cross.‎ ‎ 指名读题目,然后完成练习。‎ ‎(3)师生核对答案。‎ 教学资源:录音机、磁带 设计意图:听前预测,做到有目的听录音,提高听力的技巧,获得Let’s talk版块的人物和场景信息。‎ How do you come to school?‎ Sometimes by bike.‎ Sometimes by bus.‎ But never come by train.‎ How do you get to London?‎ Never on foot, never by bus,‎ Always by train or by plane. ‎ ‎2. Let’s chant.‎ ‎ 播放Let’s chant, 学生拍手吟唱。‎ 教学资源:课件、录音机 设计意图:活跃课堂气氛,自然的引起下文。‎ Step 3 Presentation ‎1. Teaching “How do you come to school? I usually/often/sometimes come to...”‎ ‎ (1)T: I usually come to school on foot. How do you come to school?(板书问句,指名理解句子)‎ ‎ S1: I usually come to school..(板书句子I usually come...)‎ ‎ S2: I often come ...(引导学生回答)‎ ‎ S3: I often come ...Sometimes I come ...‎ ‎ ...‎ ‎(找几名采用不同交通方式来上学的学生说一说,教师适时的追问why)‎ ‎ (2)齐读频度副词usually, often, sometimes,指名理解。‎ ‎ 呈现always, never,并利用图表,帮助学生理解。‎ always 100%‎ usually 80%‎ often 60%‎ sometimes 20%‎ never 0‎ ‎ ‎ ‎ (3)Do the dialogue in pairs.‎ A: How do you come to school?‎ ‎ B: I usually/often sometimes come...It’s near/far/not far. ‎ ‎ (4) 指组练习。‎ 教学资源:课件 设计意图:从学生的实际生活入手,很能激发学生想要表达的欲望。‎ ‎2. Let’s talk ‎ (1)带着问题整体感知对话。‎ ‎ T: Look at the picture. They are Mrs Smith, Mike and Amy. How do they go to school?(板书句子)Please read the dialogue.‎ ‎ (2)理解You’re early.‎ ‎ (3)再读课文,分组讨论问题。‎ ‎ ①How does Amy go to school?‎ ‎ ②How does Mike go to school?‎ ‎ ③How does Mrs Smith go to school?‎ ‎ (4)指名说,适时在相应的位置粘贴图片。‎ Amy ‎ ‎ Mike ‎ Mrs Smith usually ‎ ‎ often sometimes ‎ 理解第三个问题时,指名说从哪句话知道的。然后讲解I usually walk. 指名理解walk,并强调它的同义句I come to school on foot,顺势理解That’s good exercises.‎ ‎ (5)理解go和come的用法。‎ ‎ 教师领读黑板上的句型:How do you come to school? 和How do they go to school?‎ ‎ 学生思考句型的异同,并用下图帮助学生理解come 和go。‎ ‎ ‎ You’re here.‎ there come go ‎ ‎ ‎(6)Listen to the tape and follow the tape.‎ ‎(7)Read in role.‎ ‎(8)Act the dialogue.‎ 教学资源:课件、录音机、磁带 设计意图:处理本环节,我采取先整体感知对话,抓重点提取关键信息,然后再整体把握,逐步的培养学生的阅读方法和阅读能力。‎ Step 4 Practice ‎1. Play a game “Who is fast?”‎ ‎ 教师说句子,如: I go to school by plane./I come to school by ship. 学生马上做出判断是否符合逻辑,若符合逻辑则跟读,不符合逻辑则双手交叉说No. 教师示范几次,学生来说句子。‎ 设计意图:训练学生理解描述交通方式的句子。‎ ‎ 2. 活动“我是小小调查员。”‎ ‎ 调查班里的同学来上学的交通方式,完成P14的调查任务,并进行全班汇总。‎ 参考句型:—How do you come to school?‎ ‎—I usually/often/sometimes...‎ ‎ 设计意图:创设情境,锻炼了学生的口语表达能力,巩固和运用了所学的句子。‎ Step 5 Summary T: Boys and girls, what did you learn about this lesson?‎ ‎ 学生自由发言,教师整理。‎ ‎ 1. 学习了单词early。‎ ‎ 1. 学习了谈论交通方式的句子:How do you come/go to...?‎ ‎ I usually/often/sometimes go/come ...‎ ‎ 2. 知道了I usually walk.=I go/come to ....on foot.‎ 设计意图:教师帮助学生归纳和整理本节课的重点句型,加深学生对知识的记忆。‎ 课堂作业 一、看图,写出相应的交通方式。‎ ‎ 1. 2. 3.‎ ‎ __________ __________ __________‎ 二、单项选择。‎ ‎( ) 1. I come to school______. It’s not far.‎ A. on foot B. by subway C. by plane ‎( ) 2. I often go to school ______bus.‎ ‎ A. on B. buy C. by ‎( ) 3. Mike often comes by bike, ______ by bus.‎ ‎ A. sometime B. sometimes C. some times ‎( )4. I usually ______to the park.‎ ‎ A. walk B. on foot C. goes 三、连词成句。‎ ‎1. I, usually, to, come, by, taxi, school(.)‎ ‎_________________________________________________‎ ‎2. is, good, that, exercise(.)‎ ‎_________________________________________________‎ ‎3. do, how, you, to, come, school(?)‎ ‎_________________________________________________‎ 四、我是阅读小能手。阅读短文,判断正“T”误“F”。‎ ‎ Ann: Let’s go to Zhongshan Park. ‎ Lucy: Hooray!‎ ‎ Ann: How do we get there?‎ Lucy: It’s easy. Come to my home by bike. Then we go to Zhongshan Park by bus.‎ ‎ Ann: Where is your home?‎ ‎ Lucy: It’s next to the science museum.‎ ‎ Ann: Which floor?‎ ‎ Lucy: The first floor, Room 2 A.‎ Ann: See you.‎ Lucy: See you.‎ ‎( )1. Ann and Lucy want to go the zoo.‎ ‎( )2. They go to the park by bike. ‎ ‎( )3. Lucy comes to Ann’s home by bus.‎ ‎( )4. Lucy’s home is behind the science museum.‎ Answers:‎ 一、1. by car 2. on foot 3. by bike 二、1. A 2. C 3. B 4.A 三、1. I usually come to school by taxi./ Usually, I come to school by taxi.‎ ‎ 2. That is good exercise.‎ ‎ 3. How do you come to school?‎ 四、1.F2.F3.F4.F ‎ ‎ 板书设计 ‎ A Let’s talk ‎ ‎ 频度副词 ‎ ‎ always How do you come to school? early早到的 ‎ ‎ usually I usually/often/sometimes come... I usually walk. ‎ ‎ often =I come to school on foot.‎ ‎ sometimes ‎ ‎ ‎ 第三课时 课时内容 ‎ B let’s learn; Role-play 课时分析 本课时是人教版六年级上册第二单元第三课时。围绕“交通规则”这一话题展开,主要通过对话学习单词和词组traffic lights, wait, slow down, go,三条交通规则以及句型...must... ‎ 的表达。引导学生了解一些交通标志,向学生渗透要遵守交通规则,激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。前两课时是关于交通方式的表达,本课时是关于交通规则的表达,内容上自然的衔接。本课时的重点是四会单词和词组的掌握以及熟练运用句型...must..提出建议。‎ 本课时包括Let’s learn 和Role-play两个版块。Let’s learn呈现了Mrs Smith 和学生来到公园前,准备过马路的场景。通过此场景,呈现了单词和词组的词形和意义。Role-play用于操练B Let’s learn版块中的有关过马路交通规则的单词和词组。通过盲人问路、帮助盲人过马路的角色扮演,达到在真实语境中交流的目的。‎ 本课时虽然是新授课,但是四会单词wait, go, stop, light在以前的教材中涉及过,所以学生很容易掌握。在设计教学过程时,利用真实的情景展开教学,遵循以学生为主体的原则,采用愉快教学法、合作教学法、情景教学法等多种教学方法,充分调动全体学生的参与,让学生在轻松、愉快的环境下,掌握所学的知识。‎ 课时目标 ‎1. 能够听、说、读、写单词和词组:traffic lights, wait, slow down, go ‎2. 能够听、说、认读句子:Slow down and stop at a yellow light. Stop and wait at a red light. ‎ ‎ Go at a green light.‎ ‎3. 能够熟练运用句型...must...提出建议。‎ ‎4. 能够了解基本的交通规则,即红灯、黄灯、绿灯的功能。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、读、写单词和词组:traffic lights, wait, slow down, go ‎(2)能够听、说、认读句子:Slow down and stop at a yellow light. Stop and wait at a red light. ‎ ‎ Go at a green light.‎ ‎(3)能够熟练运用句型...must...提出建议。‎ ‎2.难点 ‎ (1) 能够熟练运用句型...must...提出建议。‎ ‎ (2)单词traffic的发音和书写。‎ 教学准备 ‎ 课件、自制轮盘、词卡、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks. And you?‎ T: I’m fine, too. What’s the weather like today?‎ Ss: It’s sunny/...‎ T: How do you come to school? Why?‎ S1: I come... It’s far/near.‎ ‎...‎ 设计意图:师生之间的交流,既拉近了与学生之间的距离,又复习了旧知。‎ ‎2. Play a game.‎ 教师转动轮盘,指组用句型How do you come to school? I come...做问答练习。(转盘上有on foot, by bus, by car, by bike, by taxi, by subway等交通方式的图片。)‎ 教学资源:自制转盘 设计意图:游戏的设计活跃了课堂气氛,让学生们在玩的过程中巩固了上节课的知识。‎ Step 2 Lead in T: Look at the pictures.(课件呈现不用种类和颜色的灯。)What are they?‎ Ss: They are lights.(拼读单词lights)‎ T: Yes. There are many different lights around us. Do we see lights in different colours in our city?‎ Ss: Yes. Neon lights, traffic lights...(引导学生说出,板书traffic lights,并用简笔画画出轮廓。)‎ 教学资源:课件 设计意图:通过看图与学生交流,很自然的引出traffic lights。‎ Step 3 Presentation ‎1. Learn about “traffic lights”. ‎ T: Look at the traffic lights. Please follow me.(跟读词组,指名读,齐读。)How many colours does the traffic lights have? ‎ Ss: Three.‎ T: What are they?‎ Ss: Red, yellow and green.(学生边说,教师边给板书上交通灯的简笔画涂色,并板书red light, yellow light, green light。) ‎ 设计意图:利用简笔画教学,生动,有趣,直观,吸引学生的学习兴趣和注意力。‎ ‎2. Learn “traffic rules”‎ ‎ (1). T: What do they mean? Do you know?‎ ‎ S1: ... (学生用中文描述。)‎ T: It’s a red light. We must stop and wait.(板书Stop and wait,带读,结合单词straight强调ai的发音。指名理解,小组读。)‎ ‎ It’s a yellow light. We must slow down and stop.(板书slow down and stop,引导学生联系单词snow, follow, bowl, 找出ow的发音规则,然后自己拼读出单词slow,理解短语slow down,指名读,齐读。)‎ ‎ It’s a green light. What does it mean? ‎ Ss: Go. ‎ ‎ T: Yes. You are right.‎ ‎(2) Read the chant together.‎ Red, red, red, stop and wait.‎ Yellow, yellow, yellow, slow down and stop.‎ Green, green, green, go, go, go.‎ ‎ ‎ ‎(3)Play a game.‎ ‎ 教师与全体学生玩“听指令,做动作”的游戏。如:教师说Red, 学生说Stop and wait,并做出相应的动作,做错的同学将淘汰。. ‎ ‎(4) Learn the traffic rules.‎ ‎ T: When do we go?‎ ‎ Ss: Green light.‎ ‎ T: Yes. We can say “Go at a green light.”(板书at a,齐读句子。)When do we stop and wait?‎ ‎ Ss: Stop and wait at a green light.(引导学生说出,理解句子。)‎ ‎ T: When do we slow down at a yellow light?‎ ‎ Ss: Slow down and stop at a yellow light.‎ ‎(5)Listen to the tape and follow the tape.(播放录音,跟读交通规则。)‎ ‎(6)Read the traffic rules.‎ ‎ a. 师生接读,生生接读。如:教师说Go,学生说at a green light.‎ ‎ b. 分组读,男女生读。‎ ‎(7)Remember the traffic rules.‎ 教学资源:课件 设计意图:利用真实的情景教学,让知识融入生活,帮助学生更好的理解。儿歌、游戏的使用让学生在轻松的环境下掌握知识,提高学习效率。‎ ‎3. Learn the dialogue.‎ ‎ (1) T: Look at the picture.(呈现教材插图)Who are they?‎ ‎ Ss: Mrs Smith, Mike, Amy and John.‎ ‎ T: Where are they going?‎ Ss: The nature park.‎ ‎ T: Where are they now?‎ Ss: At the crossing.‎ T: They must pay attention to the traffic rules.‎ ‎(2) Listen to the tape and follow the tape.‎ T: Mike wants to go at a red light. Right?‎ Ss: No. They must stop and wait.(板书单词must,理解单词,带读单词)‎ ‎(3) Read the dialogue in pairs.‎ ‎(4)Make a new dialogue.‎ ‎(5) Act the dialogue.‎ 教学资源:录音机、磁带 设计意图:听录音跟读,集中学生的注意力,提高了学生的口语表达和听力的能力。创编对话、表演对话,拓展学生的思维能力,培养学生的想象力和语言的综合运用能力。‎ Step 4 Practice ‎1. What’s next? ‎ 教师按次序出示一组单词卡片,学生快速认读。然后再让学生依次认读这组单词卡片,所有单词读过一遍后,教师再某处停住,提问What’s next?学生根据记忆说出下一个单词。‎ 教学资源:词卡 设计意图:使学生熟练掌握所学的词汇,锻炼学生的记忆能力。‎ ‎2. Role-play ‎(1)四人一组,其中一人扮演盲人,其他一人或两人做带路者,一人或两人演示红绿灯。‎ ‎(2)发挥想象,创编对话。‎ ‎ 参考句型:A: Excuse me. How can I get to...?‎ ‎ B: Go straight/Turn left/... Let me help you.‎ ‎ It’s ...light. Slow down and wait/Stop and wait/Go...‎ ‎ A: Thank you.‎ ‎(3)小组表演对话。‎ 教学资源:红绿灯卡片 设计意图:通过此活动,增强学生的小组合作意识,达到在真实的语境中交流的目的。‎ Step 5 Summary ‎ T: What did you learn about this lesson?‎ ‎ 学生自由说,教师总结。‎ ‎ 1. 学习了单词和词组:slow, slow down, stop, wait, go, traffic, traffic light ‎2. 学习了三条交通规则:Slow down and stop at a yellow light. Stop and wait at a red light. ‎ ‎ Go at a green light.‎ ‎ 设计意图:鼓励学生积极发言,帮助学生有系统的整理知识点,便于学生的记忆。‎ 课堂作业 一、给交通灯涂色,并与交通规则连线。‎ ‎1. Slow down and stop!‎ ‎ ‎ ‎3. Go!‎ ‎2. Stop and wait!‎ 二、给下面的单词宝宝分类。‎ red wait bus green train stop plane yellow go ship ‎ ‎ 颜色 交通工具 动词 ‎ 1. 2. 3. ‎ 三、根据汉语意思补全句子。‎ ‎ 1. 看看交通灯。‎ ‎ Look at the _______ _______.‎ ‎ 2. 公园在那边。‎ ‎ The park is ______ _______.‎ ‎ 3. 你们可以在绿灯的时候走。‎ ‎ You can ________ ________ a green light.‎ ‎ 4. 在黄灯的时候要减速慢行。‎ ‎ ______ ______ ______a _______ light.‎ Answers:‎ 一、 颜色依次为红色、黄色、绿色。红色与第2个连。黄色与第一个连。绿色与第3个连。‎ 二、red, green, yellow 2. wait, stop, go 3. bus, train, plane, ship 三、1.traffic lights 2. over there 3. go at 4. Slow down at, yellow ‎ 板书设计 ‎ B Let’s learn ‎ Slow down and stop 慢下来 Go ‎ Stop and wait ‎ red light.‎ yellow light.‎ green light.‎ ‎ ‎ at a ‎ ‎ ‎ traffic lights ‎ ....must....‎ ‎ …… 必须……‎ ‎ ‎ 第四课时 课时内容 B Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第二单元第四课时,与第三课时紧密相连。继续围绕“交通规则”这一话题展开,主要通过对话学习表达要遵守的交通规则的句型...must... 和Don’t ...,学习了解欧美国家骑自行车的注意事项,了解不同的交通警示标志和这些标志出现的场所,培养学生学习英语的兴趣,继续向学生渗透德育教育。第三课时中句型...must...的学习,为本课时奠定了学习基础。本课时的重点是句型...must...和Don’t ...的灵活运用。‎ 本课时包括Let’s try和Let’s talk两个版块。Let’s try通过Mrs Smith和学生们上公共汽车时的交谈交代了吴一凡因为爷爷生病不能和他们同行的内容,为B Let’s talk和Read and write情节的展开做铺垫。学生通过听力练习获得B Let’s talk版块的人物及场景信息,为进入正式的对话学习做好准备。Let’s talk 版块通过吴一凡在学校门口向Mr Jones 打听怎么去医院的对话,让学生感知...must...和Don’t...的语义及语用情景。‎ 本课题涉及了前面几个课时的内容,在设计本课教学过程时,我采用词卡认读、游戏等方法,帮助学生复习和巩固学过的知识。对话学习采用整体感知对话、局部处理语言、分角色表演对话等方法,充分发挥学生的主体作用。巩固练习采用“我会对他说”“中外交通规则之多少”“画一画”等活动,调动学生学习的积极性,扎实和拓展所学的知识。‎ 课时目标 ‎1. 能够听、说、读、写句型:Don’t go at the red light. I must pay attention to the traffic lights.‎ ‎2. 能够理解对话大意。‎ ‎3. 能够按照正确意群及语音、语调朗读对话。‎ ‎4. 能够掌握句型...must ...和Don’t ...表达要遵守的交通规则。‎ ‎5. 能够理解情景语言I must pay attention to the traffic lights!的大意。‎ ‎6. 了解欧美国家骑自行车的注意事项,了解不同的交通警示标志和这些标志出现的场所。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、读、写句型:Don’t go at the red light. I must pay attention to the traffic lights.‎ ‎(2)能够理解对话大意。‎ ‎(3)能够按照正确意群及语音、语调朗读对话。‎ ‎(4)能够掌握句型...must ...和Don’t ...表达要遵守的交通规则。‎ ‎(5) 能够理解情景语言I must pay attention to the traffic lights!的大意。‎ ‎2. 难点 能够在情景中运用句型...must ...和Don’t ...表达要遵守的交通规则。‎ 教学准备:‎ 课件、录音机、磁带、词卡 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. Boys and girls, let’s sing a song together.‎ Ss: Ok. ‎ ‎(播放歌曲第二单元,师生共同演唱。)‎ 教学资源:课件 设计意图:师生共同唱歌,拉近了教师与学生之间的距离,调动了全体学生的积极性,活跃了课堂气氛,同时复习了A Let’s learn所学的出行方式。‎ ‎2. Review some words and phrases.‎ T: Great! Everyone, now I have some word cards. Let’s read and translate. 教师展示词卡slow, ‎ slow down, stop, wait, go, traffic lights, 学生认读并翻译。‎ 教学资源:词卡 设计意图:认读词卡复习和巩固了上节课所学的词汇。‎ ‎3. Play a game ‎ 教师任意举起自制的红灯、黄灯、绿灯,学生做出相应的动作,并说一说。如:教师举起红灯,学生做出停下来等的动作,并说Stop and wait.‎ ‎ 教学资源:自制红灯、黄灯和绿灯 ‎ 设计意图:通过做一做,说一说的游戏,让学生在玩的过程中增强对知识的理解和记忆。‎ Step 2 Lead in ‎1. Review the traffic rules.‎ T: Where ever we go, we must know and obey the traffic rules. Now let’s remember the traffic rules.‎ Ss: Slow down and stop at a yellow light.‎ ‎ Stop and wait at a red light.‎ ‎ Go at a green light.‎ 设计意图:背诵三条交通规则,既复习了上节课的知识,又为Let’s talk的学习奠定基础。‎ ‎2. Let’s try.‎ ‎ (1) 介绍听力背景。‎ T: Look at the children. What are they doing?(呈现Let’s try图片,看图理解one by one.)‎ ‎ Mrs Smith and the children are going to the nature park. What does Mrs Smith tell the children to do? Can you guess?(学生尝试猜测。)‎ S1: Stop and wait at a red light.‎ ‎...‎ ‎(2)Listen to the tape and answer the question.‎ ‎ What does Mrs Smith tell the children to do?‎ ‎(3)T: Where is Wu Yifan? Why doesn’t he go with them?(指名说。)‎ 教学资源:录音机、磁带 设计意图:听力练习训练学生的听力技巧,提高听力能力,同时为Let’s talk情节的展开做铺垫。‎ Step 3 Presentation ‎1. 整体感知对话并回答问题。‎ ‎(1) T: Wu Yifan goes to the hospital to meet his grandpa. How can he get there? Guess.‎ ‎ S1: He can go to the hospital by bus/...‎ ‎...‎ ‎ T: Then how does he get there? Let’s read the text.‎ ‎(2) 自读课文 指名回答问题.‎ ‎ S1: Take the No. 57 bus over there.(理解单词No.,板书单词,领读单词,齐读单词。带读句子,简笔画理解句子,齐读句子。)‎ ‎2. 再次阅读对话,理解重点句子。‎ ‎ (1) T: What are Wu Yifan and Mr Jones talking about?‎ ‎ Ss: Pictures of bikes.‎ T: Where are the pictures from?‎ ‎ Ss: They’re from Mr Jones’ cousin in the USA.(理解句子,齐读句子。)‎ ‎ (2) Teaching “In the USA people on bikes must... ”‎ T: What’s the man doing? (呈现一个戴着头盔骑自行车的人图片。)‎ S1: He’s riding a bike.‎ T: What’s this?(手指向头盔,引导学生回答。)‎ Ss: It’s a helmet.(板书单词helmet,教读,指名读,齐读,拼读。)‎ T: What do you know about riding a bike in the USA?(引导学生回答。) ‎ Ss: In the USA people on bikes must wear the helmets.(课件呈现句子,理解句子。指名读单词wear,理解wear,强调同音词where。分组读句子,齐读句子。)‎ ‎(3)Teaching “Don’t... I must...”‎ a. T: What is right, when we see the red light?‎ ‎ S1: Slow down and stop.‎ ‎ T: Yes. Don’t go at the red light.(课件呈现句子,理解句子,板书Don’t...讲解don’t的用法。)‎ b. 呈现几组违反交通规则的图片,学生用Don’t...练习说话。‎ c. T: We must pay attention to the traffic lights.(板书句子I must pay attention to the traffic lights,理解单词must和短语pay attention to,教读,带读,指名读,齐读,理解句子。渗透要遵守交通规则的德育教育。)‎ ‎3.听录音跟读录音。‎ ‎4.分角色朗读对话,表演对话。‎ 教学资源:课件、录音机、磁带 设计意图:处理本环节,采取先整体感知对话,再抓住重点处理局部语言,然后又整体把握,培养学生阅读的方法,逐步的提高学生的阅读能力。‎ Step 4 Practice ‎1.“我会对他说”‎ ‎ 教师提供生活中人们不遵守或遵守交通规则的图片,学生判断并提出建议。如:提供一张小朋友闯红灯的图片,让学生判断。‎ ‎ T: Is he/she right? ‎ Ss: No.‎ T: What can you say to him?‎ S1: Don’t go at a red light. It’s dangerous.‎ 教学资源:课件 设计意图:巩固句型Don’t...‎ ‎2.中外交通规则知多少 ‎ 教师提供一些国家交通规则的图片、文字或视频,让学生与中国交通规则对比,然后说一说。‎ ‎ 参考句型:In China, you must.... Don’t...‎ ‎ In England, ...‎ ‎ 设计意图:丰富学生的知识,培养学生的语言综合运用能力。‎ ‎3. 画一画 ‎ (1)呈现教材P16下面的标志,问学生在哪些地方能看见这些标志。‎ ‎(2)学生独立思考生活中的交通标识并画下来,在小组内交流。‎ 设计意图:了解交通标志出现的场合及意义,培养学生的口语表达能力。‎ Step 5 Summary T: Boys and girls, what did you learn about this lesson? ‎ ‎ 学生自由发言,教师归纳。‎ ‎ 1.学生了单词和词组: No. helmet, pay attention to ‎ 2.学习了谈论交通规则的句型:Don’t ...‎ ‎ I must...‎ 设计意图:教师帮助学生归纳和整理本节课的重点知识,加深学生对知识的记忆。‎ 课堂作业 一、按要求写单词。‎ go 反义词 wear ‎ ‎ 同音词 ‎1. 2. ‎ ‎ ‎ don’t ‎347..‎ ‎ ‎ 完全形式 交通灯 ‎ ‎ 汉译英 ‎ ‎ ‎3. 4. ‎ 二、单项选择。‎ ‎( )1. _______ can I get to the Fuxing Hospital?‎ ‎ A. What B. Where C. How ‎( )2. I must pay attention _______ the traffic lights.‎ A. to B. at C. in ‎( )3. In the USA people on bikes must wear the_______.‎ A. helmets B. shirts C. gloves ‎ ‎( )4. Don’t’ _______ at the red light.‎ ‎ A. go B. stop C. wait 三、读句子,选择正确的图片。‎ ‎( )1. —What’s this? —It’s a helmet. ‎ ‎ A. B. ‎ ‎( )2. He can take the No. 12 bus to the park.‎ ‎12‎ ‎ A. B. ‎ ‎( )3. You must look right before you cross the road.‎ ‎ A. B.‎ Answers:‎ 一、1. where 2. come 3. traffic lights 4. do not 二、1.C 2.A 3.A 4.A 三、1. B 2.B 3.A 板书设计 ‎ B Let’s talk ‎ No. 57‎ Fuxing Hospital ‎ ‎ ‎ ...must... ‎ ‎……必须…… ‎ ‎ I must pay attention to the traffic lights. ‎ ‎ 注意 ‎ Don’t…‎ 不要……‎ ‎ ‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第二单元第五课时。主要围绕“Different ways to go to school!”这个话题展开,主要通过阅读文本学习词汇Munich, Germany, Alaska, sled, fast, ferry, Papa Westray, Scotland 及了解不同国家学生上学的交通方式,锻炼学生的细节推理能力和理解能力。通过语音学习,掌握文段中的连读现象。激发学习英语的兴趣和树立学习英语的信心。前几课时词汇、对话的学习为本课时的学习奠定了一定的基础,本课时是第二单元知识的拓展和延伸。本课时的重点是能够在语篇中寻找关键信息,并根据阅读所获取的信息完成一系列活动及知道语音的连读现象。‎ 本课时Read and write版块,分为读、写、语音三部分。第一部分要求阅读图片和文段并回答两个问题。第二个部分为有意思的以读促写活动,分两个步骤:第一步为前文提到的小朋友选择交通建议,第二步为朋友制作交通建议的海报。第三部分为语音意识培养,通过示例掌握文段中的连读现象。文本呈现了吴一凡的爷爷生病住院,Robin给爷爷阅读不同国家学生上学的交通方式的文章。文段内容新鲜,有趣,符合学生的心理,能够激起学生阅读的欲望。‎ ‎ 本课时词汇量大,对于学生来说有一定的难度。教师利用真实的图片、视频帮助学生理解。本着以学生为主体,教师为主导的原则,采取自主学习,小组合作的方式,积极调动学生的参与,培养良好的阅读习惯和技巧。‎ 课时目标 ‎(1)能够听、说、认读单词:Munich, Germany, Alaska, sled, fast, ferry, Papa Westray, Scotland ‎(2)能够通过阅读问题训练,在语篇中寻找关键信息,并进行细节推理。‎ ‎(3)能够根据示范的海报完成安全海报的设计。‎ ‎(4)能够知道英语句子中单词之间的连读现象,并根据例句提示在文段中找到更多同类现象,最终正确朗读句子。‎ ‎(5)了解不同国家学生上学的交通方式。‎ ‎(6) 培养学生的推理能力和理解能力,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)能够通过阅读问题训练,在语篇中寻找关键信息,并进行细节推理。‎ ‎(2)了解不同国家学生上学的交通方式。‎ ‎(3)能够知道英语句子中单词之间的连读现象。‎ ‎2.难点 ‎(1)能够根据阅读获取的信息完成活动。‎ ‎(2)根据例句提示在文段中找到更多同类现象,最终正确朗读句子。‎ 教学准备 ‎ 多媒体课件、卡片、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too.‎ ‎2. Let’s chant ‎ T: I have a chant for you. Let’s chant together.(播放儿歌,学生拍手吟唱。)‎ How do you go to school?‎ Sometimes by bike.‎ Sometimes by car.‎ But I never go by train.‎ How do you get to Pairs?‎ Never on foot, never by bike.‎ Always by car, or plane.‎ ‎ ‎ 教学资源:课件 设计意图:儿歌的运用,既活跃了课堂气氛,又复习了已学的词汇和句子,为正文的学习做好了准备。‎ Step 2 Lead in ‎1. Ask and answer ‎ T: How do you come to school?‎ S1: I come...‎ ‎...‎ T: Do you come to school by plane/by train/...?‎ Ss: No, I don’t.‎ ‎2. T: Look at the picture.(呈现吴一凡的爷爷卧病在床的图片)Who is he?‎ Ss: He’s Wu Yifan’s grandpa.‎ T: He’s ill. What does Robin want to do? ‎ Ss: He wants to read a magazine to him.(引导学生说出)‎ T: What’s it about? Let’s have a look together.‎ 设计意图:通过师生讨论了解正文背景,为进入正式的阅读做好铺垫。‎ Step3 Presentation ‎1. 阅读前 ‎ (1)呈现第一幅图。‎ ‎ T: Look at picture 1. How do the children go to school?(指名回答)‎ ‎ (2)总结本地区学生常见的上学交通方式。‎ ‎ (3)呈现第二幅图、第三幅图。‎ ‎ T: How do the children go to school?‎ ‎ (指名回答,板书sled,ferry,教读sled,指名读,齐读)‎ ‎ (4)呈现第四幅图,学生猜测上学方式。 ‎ 设计意图:通过观察图片,初步感知文段内容。‎ ‎2. 阅读中 ‎(1)第一次阅读。‎ ‎ a. 学生快速阅读文段,用横线画出交通方式,用曲线画出地点。‎ ‎ b. 学生核对。‎ ‎ c. 教读Munich, Germany, Alaska, Papa Westray, Scotland。‎ ‎(2)第二次阅读 a. 细读文段,完成表格。‎ ‎ ‎ Different ways to go to school Munich, ______‎ ‎___________‎ ‎______, USA ‎___________‎ ‎______,______‎ ‎____________‎ ‎______,______‎ by ferry ‎ b. 小组讨论,核对答案。‎ ‎ c. 指组描述,并根据描述的内容板书。‎ ‎ Some children go to school...‎ ‎ d. 完成Read and write 的两个问题。 ‎ ‎(3)第三次阅读 播放录音,跟读录音。‎ 教学资源:课件、录音机、磁带 设计意图:通过初读、细读、跟读、模仿朗读,培养学生的阅读方法和习惯。‎ ‎3.阅读后 ‎(1)针对文段中的四种不同的交通方式,提出安全建议。‎ ‎(2)课件呈现书上的安全建议,学生阅读,并补充没出现的建议。‎ ‎(3)学习Tips for pronunciation。‎ ‎ a.播放Listen, clap and repeat版块的练习,学生跟读感知连读现象。‎ ‎ b.教师与学生一起总结连读规律。‎ ‎ c.回到文章中找出连读现象的地方朗读。‎ 教学资源:课件、录音机、磁带 设计意图:学习语音,多让学生感知,然后再找规律。‎ Step 4 Practice ‎ 分小组讨论,针对本组成员上学的交通方式,提出安全建议并制作海报。‎ 设计意图:通过学生的动手操作这种活泼的,有趣的活动,大大的提高了学生学习的兴趣,并能够将所学的知识灵活的运用。‎ Step 5 Summary T: What did you learn about this class?‎ 学生自由发言,教师总结。‎ ‎(1)学习了单词和词组:Munich, Germany, Alaska, Papa Westray, Scotland, by sled, by ferry ‎(2)了解了不同国家学生上学的交通方式。‎ ‎(3)学习了语音的连读。‎ 设计意图:师生共同整理和归纳,强调了重点。‎ 课堂作业 一、选出不是同类的单词。‎ ‎( )1. A. China B. Germany C. Munich ‎( )2. A. ferry B. sled C. foot ‎( )3. A. run B. work C. must 二、单项选择。‎ ‎( )1. Some kids go to school ________. It’s fast.‎ A. on foot B. by sled C. by bike ‎ ‎( )2. Let me read this_________ you.‎ A. of B. for C to.‎ ‎( )3. You must drive_________.‎ ‎ A. slowly B. slow C. near 三、按要求完成句子。‎ ‎1. Some children go to school by ferry.(汉译英)‎ ‎___________________________________________‎ ‎2. Let the dogs run too fast.(变否定句)‎ ‎___________________________________________‎ ‎3. must, we, stop, red, a, light, at(.)(连词成句)‎ ‎___________________________________________‎ ‎4. You must wear a life jacket.(英译汉)‎ ‎___________________________________________‎ 四、我是阅读小能手。阅读短文,判断句子正“T”误“F”。‎ ‎ In China, most students go to school by bike or by bus. Some live near their schools. They usually go to school on foot. What about the students in other countries? In the USA, most students go to school by school bus or by car. In Venice, the students go to school by boat. ‎ ‎( )1.The students go to school by boat ________.?‎ ‎ A. in Venice B. in New York C. in Alaska ‎( )2. In China, most students go to school________. ‎ ‎ A. by bike B. by car C. by subway ‎( )3. In the USA, most students go to school by_______. ‎ ‎ A. bus B. school bus C. ferry Answers:‎ 一、1.C 2.C 3.C 二、1.C 2.B 3.A 三、1.一些学生乘轮渡去上学。‎ ‎2. Don’t let the dogs run too fast.‎ ‎3. We must stop at a red light.‎ ‎4. 你必须穿救生衣。‎ 四、1.A2.A3.B ‎.‎ 板书设计 ‎ B Read and write Papa Westray, Scotland Jiangxi, China ‎ Munich, Germany by sled by ferry, by plane Alaska, USA ‎ Different ways to go to school by sled by ferry ‎ ‎ 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第二单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check用于检测本单元的A,B部分的核心句型和考查单元核心词汇的书写。Let’s wrap it up.是对本单元主要句型的句法归纳。Story time引导学生灵活运用本单元所学语言,增加语言的输入,提高学生的口语表达能力和表演能力,持续激发学习英语的兴趣,同时引导学生了解中国和英国在交通规则上的差异。本课时是对前几课时重点词汇、句型的总结,本课时的重点是重点词汇的掌握和重点句型的运用。‎ 本课时包括Let’s check ;Let’s wrap it up 和story time三个版块。Let’s check呈现了四幅图,学生要学会从图片信息中推测考查点,做到有目的、有针对性地听录音。注意培养学生良好的听力习惯,持续提高学生的听力水平。Let’s wrap it up. 板快通过呈现四组Mike说的话,引导学生自己总结come和go的用法,启发学生的思维。Story time版块呈现的是Amy的朋友Annie一家到中国来游玩的故事。此故事趣味性强,与学生的实际生活相关。通过故事的学习,复习巩固本单元句型We must...以外,还可以了解中国和英国在交通规则上的差异。‎ ‎ 本课时是总结复习课。Let’s wrap it up.让学生自己总结,小组归纳,师生共同整理,培养学生的思维能力。Story time 通过整体感知、答疑解惑、调整文本分组表演的方式,帮助学生积累丰富的语言,巩固和发展语言以及培养学生的想象力。‎ 课时目标 ‎ (1)能够较好的完成Let’s check。‎ ‎ (2)能够理解和掌握come和go的用法。‎ ‎(3)能够理解故事内容,并能按照正确的意群及语音、语调朗读故事。‎ ‎(4)通过故事复习巩固本单元所学的语言,并增加语言的输入。‎ ‎(5)能够表演故事,恰当运用故事中的语言。‎ ‎(6)培养学生学习英语的兴趣,增强团队合作意识。‎ 课时重难点 ‎1.重点 ‎(1)能够较好的完成Let’s check。‎ ‎(2)能够理解和掌握come和go的用法。‎ ‎(3)能够理解故事内容,并能按照正确的意群及语音、语调朗读故事。‎ ‎(4)通过故事复习巩固本单元所学的语言,并增加语言的输入。‎ ‎2.难点 故事的表演。‎ 教学准备:‎ 课件、录音机、磁带、词卡 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everybody.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. What’s the weather like today?‎ Ss: It’s sunny/windy…‎ T: Yeah, it’s a sunny/... day. How do you come to school? ‎ ‎ S1: I come ...‎ ‎ ...‎ 设计意图:教师与学生之间的相互问候,相互交流,增进教师与学生之间的感情,也为正式进入学习而做好心理准备。‎ Step 2 Lead in ‎ ‎1. Sing a song.‎ T: Boys and girls. Do you like English songs?‎ Ss: Yes.‎ T: Ok. Let’s enjoy a song “How do you go to school?”(播放歌曲,学生熟悉旋律和歌词。)Can you sing? Let’s sing together.‎ T and Ss: “I go to school by bus.…”‎ 教学资源:课件 设计意图:歌曲的导入,激发了学生的学习兴趣,活跃了课堂气氛,巩固了已学的词汇和句型。‎ Step 3 Presentation ‎1. Let’s check.‎ T: Now let’s look at some pictures. (展示Let’s check.图片) ‎ ‎(1) Listen and number.‎ a. 请学生逐一看图,尝试用自己的话描述图片。‎ b. 播放录音,给图片排序。‎ c. 校对答案。‎ ‎(2)Listen again and answer the questions.‎ a. 教师逐一提问,学生说一说。‎ b. 播放录音,学生通录音写单词。‎ c. 校对答案,注意单词的拼写。‎ 教学资源:录音机、磁带 设计意图:先看图再做听力,学会从图片信息中推测考查点,有意识的听录音,持续的提高听力的水平。‎ ‎2. Let’s wrap it up. ‎ ‎(1)呈现Mike的头像和Mike说的话,学生阅读,判断Mike所在的地方。‎ ‎(2)师生核对答案。‎ ‎(3)小组讨论,总结用come 和用go时,说话者地点的变化。‎ ‎(4)呈现几组例子,学生判断。‎ ‎1. A: How do you go to the park? In the park.‎ ‎ B: I usually go by car. Not in the park.‎ ‎2. A: How does Bob come to school? At school. ‎ ‎ B: He usually comes on foot. Not at school ‎3. Come to the playground to play with me. On the playground.‎ ‎ Not on the playground.‎ ‎ 4. Go to the museum. At the museum.‎ ‎ Not at the museum.‎ ‎ ‎ 教学资源:课件 设计意图:引导学生自己观察、总结规律,启发学生的思维,培养学生自主学习的意识。‎ ‎3. Learn “Story time”‎ ‎ (1) 呈现故事背景。‎ ‎ T: Amy’s friend Annie comes to China.‎ ‎(2) 带着问题观看动画并同时放录音,初步了解故事梗概。‎ ‎ Where is Annie from?‎ ‎ Where are they?‎ ‎(3)深入学习故事。‎ a. 带着问题自读课文。‎ ‎ How do they go home? ‎ Which side do the drivers drive in China? ‎ What about the drivers in the UK?‎ b. 理解课文,小组讨论,完成填空。‎ ‎ In China, drivers drive on the _______ side of the road.‎ In the UK, drivers drive on the _______ side of the road.‎ In China, people must look _______first, then look ______crossing the road.‎ In the UK, people must look _______ crossing the road.‎ ‎ (指名汇报,核对答案,然后向学生解释中英两国交通规则的区别)‎ ‎(4)再次欣赏故事,跟读故事。‎ ‎(5)调整文本,分角色练习。 ‎ ‎(6)分角色表演故事。‎ 教学资源:课件、录音机、磁带 设计意图:先初步欣赏动画整体感知,然后答疑理解故事,最后模仿表演故事。促进学生语言的积累、吸收和学生思维的发展,增加语言的输入。‎ Step 4 Presentation Make a story.‎ ‎ 两人一组创编故事,小组内表演。‎ 设计意图:创编故事激发学生的想象力,锻炼学生的逻辑思维能力,扩大词汇量,提高口头表达能力。‎ Step 5: Summary T: What did you learn about this lesson?‎ 学生自由发言,教师小结。‎ ‎1. come和go的用法。‎ ‎2.了解中英两国交通规则的不同。‎ 设计意图:师生共同整理和归纳, 加深对知识的理解。‎ 课堂作业 一、英汉互译。‎ ‎1. 去上学________ 2. take a bus__________‎ ‎3. 减速_________ 4. 乘轮船__________ ‎ ‎5. pay attention to__________‎ 二、单项选择。‎ ‎( )1.—How _________ Amy go to the park?‎ ‎—On foot.‎ A. do B. does C. is ‎( )2. In China, drivers drive on the _________ side of the road.‎ A. left B. right C. front ‎ ‎( )3. _________ at a green light. ‎ A. Stop B. Go C. Slow ‎ ‎( )4. The girl’s father_________ by car.‎ A. goes B. go C. going 三、选择合适的句子补全对话。‎ Lisa: Hi, Bob. How can I get to the Huaxing Hospital?‎ Bob: 1.________________________‎ Lisa: Thanks. Wow! So many pictures of bikes.‎ Bob: 2.________________________‎ Lisa: What’s this?‎ Bob: A helmet. 3.________________________‎ Lisa: I see. 4.________________________ Bye, Bob.‎ Bob: 5.________________________‎ A. They are from my uncle in the USA.‎ B. Oh, the bus is coming!‎ C. Take the No. 901 bus to over there.‎ D. In the USA people on bikes must wear one.‎ E. Bye, Lisa.‎ 四、小练笔。‎ ‎ I’m Lingling. I have a good friend. She’s Linda. She usually goes to school on foot, because her home is near. She gets up early in the morning. After breakfast she goes to school. Sometimes if she gets up late, her father drives her to school. She likes playing basketball. We often play basketball on the weekend. ‎ ‎( ) 1. Linling and Linda are friends.‎ ‎( ) 2. Linda often goes to school on foot.‎ ‎( ) 3. Linda likes playing baseball.‎ ‎( ) 4. Sometimes if Linda gets up late, she goes to school by car.‎ Answers:‎ 一、1. go to school 2.乘公交车3. slow down4. by ship5. 注意 二、1.B 2.B 3.B 4.A 三、1.C 2.A 3.D 4. B 5. E 四、1. T 2.F 3. F 4.T ‎ 板书设计 ‎ B Lets’ check Let’ s wrap it up C Story time ‎ ‎ come go ‎ Mike the cinema, the museum ‎ ‎ ‎ ‎ ‎ the park, school ‎ ‎ 人教版PEP英语六年级上册Unit 3教案教学设计 Unit 3 My weekend plan 单元整体分析 本单元是人教版英语六年级上册的第三单元,单元的话题是“My weekend plan”‎ 本单元通过不同的场景,提供了表达活动计划、地点和时间的句型结构。共三个版块A 部分, B部分和C 部分。A部分包括重点词组和情景对话,共两个课时。第一课时呈现了Sarah和陈杰讨论周末计划的场景,引出重点单词、词组和句型What are you going to do...? I’m going to ... 第二课时呈现了Mike和Sarah打电话互相讨论明天的活动计划的场景,巩固句型What are you going to do...? I’m going to...A 部分重点掌握词组和谈论活动内容的句型What are/is...going to do...? We’re/I’m going to...He/She is going to ...B部分包括重点词组、情景对话和读和写,共三个课时。第一课时通过John和Jack在电影院前讨论下一步计划的场景,很自然的引出了句型Where are you going? I’m going ...第二课时通过Amy和John回家聊的场景,呈现了句型Where are you going? I’m going to... When are you going? 第三课时呈现了谈论节日、吴一凡的日记和语音三个部分,拓展本单元的知识。B部分重点是掌握单词和谈论计划的时间与地点的句型Where are/is ...going? We’re/I’m going to... He/She is going to... When are/is going? C 部分包括B部分的听力测试、归纳一般将来时态和C部分的故事,共一课时。重点是复习巩固本单元所学重点词汇和句型。‎ 在课堂教学中,首先要整体把握本单元的教学内容,了解学生的基本学情,确立教学重点和教学难点,然后围绕本单元主题,设计教学。本单元的教学内容贴近学生的生活实际,在组织语言教学时要生活化,充分利用教材设定的情境开展活动,采用情境教学法、愉快教学法、合作探究法等多种教学方法,帮助学生理解和掌握所学语言。运用创编对话、小练笔等活动巩固所学语言。‎ 本单元所需要掌握的单词和词组中visit grandparents, postcard, next week, tomorrow, take, see这些学生都接触过,有一定的印象。本单元所需要掌握的句型在前面的教材中没有涉及到,但是要注意与五年级学的现在进行时态的句型的区别。‎ 单元教学目标 ‎1. 知识目标 ‎(1)能够听、说、读、写词组:take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book ‎(2)能够听、说、认读单词和词组:lesson, space, travel, half, price, Mid-Autumn Festival, together, get together, moon cake, poem, moon ‎(3)能够听、说、读、写句型:‎ ‎—What are you going to do tomorrow? ‎ ‎—I’m going to have an art lesson. ‎ ‎—Where are you going?‎ ‎—I’m going to the cinema.‎ ‎—When are you going?‎ ‎—Next Wednesday.‎ ‎(4)能够掌握句式:‎ ‎—What+ be动词+主语+going to +do+将来时间?‎ ‎—主语+be动词+going to +动词原形+其他。‎ ‎—Where+ be动词+主语+going?‎ ‎—主语+be动词+going to+地点。‎ ‎—When+ be动词+主语+going (to +动词短语+其他)?‎ ‎—主语+ be动词+going (to+动词短语+其他)+将来时间。‎ ‎(5)知道英语多音节单词有重音,且需重读的语音现象。‎ ‎2. 能力目标 ‎(1)能够正确使用take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word ‎ book 谈论或描述自己的活动计划。‎ ‎(2)能够在情境中恰当运用句型谈论活动计划的内容、地点和时间:‎ What are/is...going to do...? I’m going to...,He/She is going to...‎ Where are/is ...going? We’re/I’m going to...,He/She is going to... ‎ When are/is ...going? We’re/I’m going..., He/She is going...‎ ‎(3)能够在图片和文字的支持下完成表格和仿写语句。‎ ‎(4)能够在图片的帮助下正确理解并按照正确的意群朗读及语音、语调朗读吴一凡的日记 运用本单元所学核心句型口头描述并能写出自己中秋节的安排。‎ ‎3.情感目标 ‎(1)培养学生合理安排自己学习与生活的能力。‎ ‎(2)树立需要在活动前做好合理计划的意识,鼓励自己“做中学”。‎ 教学重难点 ‎1. 教学重点 ‎(1)能够听、说、读、写词组:take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book ‎ (2)能够听、说、读、写句型:‎ ‎—What are you going to do tomorrow? ‎ ‎—I’m going to have an art lesson. ‎ ‎—Where are you going?‎ ‎—I’m going to the cinema.‎ ‎—When are you going?‎ ‎—Next Wednesday.‎ ‎2. 教学难点 ‎(1)能够正确使用take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book 谈论或描述自己的活动计划。‎ ‎(2)能够在情境中正确的运用句型谈论活动计划的内容、地点和时间:‎ What are/is...going to do...? I’m going to...,He/She is going to...‎ Where are/is ...going? We’re/I’m going to...,He/She is going to... ‎ When are/is ...going? We’re/I’m going..., He/She is going...‎ 教学方法 任务型教学法、合作探究法、情景教学法、愉快教学法。‎ 教学时间 本单元共分六课时教学。‎ 第一课时: A Let’s learn Make a plan 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Role-play 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up. C Story time 知识视窗 ‎1.周二电影半价日 ‎ 在我国,许多电影院周二部分时段或全天电影票半价。周二电影半价的活动始于2005年,为了吸引更多的观众进电影院看电影,广州部分影院开始试行半价制度。半价活动一试行就吸引了大量的观众。后来,中国电影放映协会向全国影院发起每周二定为电影院票价半价日的倡议。据统计,当年全国就有44个城市的168家影院加入了该活动,实行周二半日价。不过,周二半价日并不强制执行,影院可以自愿响应,也可以将半价日定在其他日期。‎ ‎2.一般将来时态 ‎ 一般将来时态表示将来某个时间要发生的动作或存在的状态,或将来某个时间内经常的动作或状态,常常和表示将来的时间状语连用。‎ ‎ (1)用“will/shall+动词原形”构成,表示“将要发生的事”。‎ 例如:今晚要下雨!‎ ‎ It will rain tonight.‎ ‎ 我们三点钟去那吗?‎ ‎ Shall we get there at 3 o’clock?‎ ‎ (2)用“be going to+动词原形”构成,表示“计划和打算做某事”。‎ ‎ 例如:妈妈打算下个周末带我看电影。‎ ‎ My mother is going to see a film with me next weekend.‎ ‎ 将来我想成为一名医生。‎ ‎ I am going to be a doctor in the future.‎ ‎ 他们打算明天乘火车去北京。‎ ‎ They are going to Beijing by train tomorrow.‎ ‎ (be going to 中的系动词be有三个am, is, are,要随着人称的变化而变化。)‎ ‎ (3)go, come, leave等动词可用现在进行时态表示将来时态。‎ ‎ 例如:艾米不久就要来中国了。‎ ‎ Amy is coming to China soon.‎ ‎ 他们即将前往上海。‎ ‎ They are leaving for Shanghai.‎ 第一课时 课时内容 ‎ A Let’s learn; Listen, answer and write ‎ 课时分析 本课时是人教版六年级上册第三单元第一课时。围绕Chen Jie’s weekend plan这一话题展开,主要通过对话学习词组visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week及句型What are you going to do ...? I’m going to...的表达。持续培养学生学习英语的兴趣,激发学生学习英语的热情,树立学好英语的自信。第一课时是本单元的基础,学会了本课时所要掌握的知识,为学习其他课时做好铺垫。本课时的重点是词组的掌握以及能够运用核心句型谈论周末计划。‎ 本课时包括Let’s learn 和Make a plan 两个版块。Let’s learn通过Sarah和陈杰对话的情景,呈现单词和词组的词形和意义。此版块呈现的对话情境是Sarah和陈杰谈论陈杰的周末计划,自然的引出“你打算去干什么?我打算……”的句型。谈论周末是学生们感兴趣的话题,很贴近学生的生活,也更能激发学生学习的兴趣。Make a plan版块是一个综合性的语用活动,可以通过本活动结合自己的实际情况,巩固A Let’s learn所学的词汇和句型。‎ 本课时的单词和词组visit grandparents, see, take, next week, morning, afternoon, evening,‎ ‎ tomorrow,虽然没有集中涉及过,但是学生曾经学生,有一定的基础。在设计教学过程时,先用游戏、简笔画猜一猜的活动激活旧知,然后结合教材设置的情境学习新知,运用听、说、读、 写、玩等多种教学手段帮助学生理解和巩固所学新知,全面调动学生的积极参与,让学生在快乐的氛围中学会知识。‎ 课时目标 ‎ (1)能够听、说、读、写单词和词组:visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week ‎ (2)能够运用上述单词和词组谈论和描述自己的活动计划。‎ ‎(3)能够在情景中运用句型What are you going to ...? I’m going to...就计划进行询问和作答。‎ ‎(4)持续培养学生学习英语的兴趣,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:visit my grandparents, see a film, take a trip, go to the supermarket, this morning, this afternoon, this evening, tonight, tomorrow, next week ‎(2)能够运用上述单词和词组谈论和描述自己的活动计划。‎ ‎2.难点 能够在情景中运用句型What are you going to ...? I’m going to...就计划进行询问和作答。‎ 教学准备 ‎ 多媒体课件、录音机、磁带、卡片 教学过程 Step 1 Warm up ‎ 1. Greeting T: Good morning, everyone. ‎ Ss:Good morning, teacher.‎ T: How are you today? ‎ Ss:I’m fine, thank you. And you?‎ T: Very well, thanks. What do you do on the weekend?‎ S1: I often watch TV/play football…‎ S2: I usually...‎ ‎...‎ ‎ 设计意图:师生间的交流,可以加深教师对学生的了解,激活周末活动的短语。‎ ‎2. Play a game ‎ Guess, what is he/she doing?‎ ‎(课件呈现听音乐、弹琵琶、放风筝、画卡通等图片,并遮住图片的一部分,学生用现在进行时态猜测某人正在做的事情。)‎ 教学资源:课件 设计意图:猜一猜的游戏,活跃了课堂气氛,激发了学生学习的兴趣,复习了已学的短语和句型。‎ Step 2 Lead in 教师利用简笔画呈现太阳在天上的不同位置,引导学生猜测morning, afternoon, evening,‎ 教学资源:简笔画 设计意图:简笔画吸引了学生的注意力,有效的引出时间短语为下文做好准备。‎ ‎ Step 3 Presentation ‎1. Teaching the new phrases “this morning, this afternoon, this evening, tonight”.‎ ‎(1) T: We are having English class now. What are you going to do this afternoon?‎ ‎ Ss: We are going to ..(引导学生回答,板书this afternoon, 理解词义。)‎ ‎(2)用同样的方法教学this morning, this evening,板书短语,指名读,理解词义。呈现同义词tonight,先让学生读出night,然后强调to的发音,教师带读,指名读,齐读。‎ ‎(3)带读时间短语。‎ ‎(4)总结表示将来时间的短语。‎ ‎ next week, tomorrow(指名说,并板书。)‎ ‎(5)按时间的先后顺序齐读时间短语。‎ 设计意图:结合真实的情景引出时间短语,加深学生对短语的理解。‎ ‎2. Teaching “visit my grandparents, see a film, take a trip, go to the supermarket”‎ ‎(1) T: Who is she?(呈现陈杰的头像。)‎ ‎ Ss: Chen Jie.‎ ‎ T: What is Chen Jie going to do this weekend? Let’s have a look.‎ ‎(2) 呈现“看望外祖父母、看电影、去旅行、去超市”的图片,学习短语。‎ ‎ a. T: Look at picture 1. Chen Jie is going to...‎ Ss: Visit grandparents.‎ ‎ T: She’s going to visit her grandparents.(板书visit my grandparents,指名读,拼读visit,齐读短语。)‎ ‎ b. T: Look at picture 2. Chen Jie is going to...‎ ‎ Ss: See a film.(引导学生回答, 板书短语,带读短语,拼读短语,理解短语。)‎ ‎ T: Look at picture 3. Chen Jie is...‎ Ss: Going to take a trip.(板书短语take a trip,指名拼读take, 强调a的发音。联系字母组合tr, 字母i的发音,自己尝试读出单词trip,然后教师带读,理解短语。)‎ ‎ T: Look at picture 3. Chen Jie is. going to the ...‎ Ss: Supermarket.(板书短语go to the supermarket, 强调supermarket是由super和market两个单词组成,是合成词。带读单词,指名读,齐读,理解短语。)‎ ‎ c. Listen to the tape and follow the tape.‎ ‎ 听录音跟读这四个短语。‎ ‎ d. 小组练读这四个短语。‎ 教学资源:课件、录音机、磁带 设计意图:利用教材设置的情境自然的展开对短语的教学。‎ ‎3. Teaching “What are you going to do ... I’m going to ...”‎ ‎(1)课件呈现陈杰自制的每个时间段要做的事情的表格。‎ When ‎ What this morning ‎ visit my grandparents ‎ this afternoon see a film this evening ‎ go to the supermarket ‎ tomorrow ‎ clean the room next week ‎ take a trip ‎ ‎ ‎(2)教师头戴陈杰的头饰,扮演陈杰,引出句型。‎ ‎ T: Hello, boys and girls. I’m Chen Jie now. Do you want to know what I’m going to do this morning?‎ ‎ S1: What are you going to do this morning? (引导学生用句型What are you going to do this morning?提问,并板书句子,理解句子。)‎ ‎ T: I’m going to visit my grandparents.(板书句子,理解句子。)‎ ‎(3).带读板书句子。‎ ‎ (4)请两名学生,一名学生扮演陈杰,另一名学生向其提问,模仿练习。‎ ‎ —What are you going to do_____ ?‎ ‎ —I’m going to ______.‎ ‎ (4)同桌两人一组,利用表格呈现的内容模仿对话,然后指组练习。‎ ‎ (5)学生根据表格内容描述陈杰的活动计划。‎ Ss: Chen Jie is going to visit her grandparents this morning. Chen Jie is going to ....‎ 教学资源:课件 设计意图:通过角色扮演,自然的引出核心句型。‎ ‎ 4. Teaching “What is xxx/he/she going to do...? He /She is going to...”。‎ 教师用句型What are you going to do...?问班里的几名学生。然后适时问其他学生What is xxx/he/she going to do...?学生用句型He /She is going to...回答。‎ 设计意图:提问多个学生,然后教师适时提问某个学生将要做的事情,考查学生的记忆力,培养学生的注意力,同时扩展句型,拓展知识面。‎ Step 4 Practice ‎ 1. 单词认读活动 ‎(1)快速抢答 全班分成男生,女生两大组。教师出示单词词卡,用白纸遮住单词的一部分,学生快速猜测并抢答。答对一个,给本组加一分。‎ ‎(2)炸弹游戏。‎ ‎ 教师在黑板上其中两个单词下方画上炸弹,学生读单词和短语,遇到炸弹的地方就爆头,否则炸弹会爆炸。 ‎ 教学资源:词卡 设计意图:有趣的游戏,激发了学生们的兴趣,学生们都积极的参与,既活跃了课堂气氛,又巩固了所学的单词和短语。‎ ‎2. Make a plan.‎ It’s Saturday morning now. Make a plan and share it with your partner.‎ When ‎ What this morning ‎ ‎ this afternoon tonight ‎ ‎ tomorrow ‎ ‎ next week ‎ ‎ ‎ ‎ 参考短语:‎ play football, go to the cinema, draw pictures, do kung fu,‎ go hiking, listen to music, have ...class...‎ 参考句型:‎ A: What are you going to do ....?‎ B: I’m going to ...‎ 教学资源:自制表格 设计意图:通过说、写的活动,巩固所学的词汇和句型。‎ Step 5 Summary T: What did you learn about this lesson?‎ ‎ 1. 学习了四个短语:visit my grandparents, see a film, take a trip, go to the supermarket ‎2. 学习了表示将来时间的短语:this morning, this afternoon, this evening, tonight, tomorrow, next week ‎3. 学习了询问对方活动计划的句型及回答:‎ What are you going to do...?‎ I’m going to...‎ 设计意图:学生们自己总结、归纳本节课所学的知识,加深对知识的理解和记忆。‎ 课堂作业 一、找规律,写单词。‎ ‎1. morning evening _________ ‎ ‎2. hospital supermarket _________ ‎ ‎3. am are _________ ‎ ‎4. play take _________ ‎ 二、将Ⅰ栏与Ⅱ栏连线,组成短语,并写出汉语。‎ ‎ Ⅰ栏 Ⅱ栏 ‎1. see A .a film _________‎ ‎2. visit B. grandparents _________‎ ‎3 take C. to the supermarket _________‎ ‎4. go D. a trip _________‎ ‎ a .b. c. d.‎ 三、仿照例子写句子。‎ 例: this afternoon ‎ ‎ ‎ ‎—What are you going to do this afternoon?‎ ‎ —I’m going to read books this afternoon.‎ ‎ ‎ ‎1. tonight ‎ ‎_____________________________________‎ ‎ _____________________________________‎ ‎ ‎ ‎ next week ‎2. ‎ ‎ _____________________________________‎ ‎ _____________________________________‎ Answers:‎ 一、符合题意即可。‎ 二、1.A,a 2. B, c 3. D, d, 4. C, b 三、1.—What are you going to do tonight? ‎ ‎ —I’m going to the bookstore tonight.‎ ‎ 2.—What are you going to do next week?‎ ‎ —I’m going to see a film next week.‎ 板书设计 ‎ Unit 3 My weekend plan ‎ A Let’s learn ‎ ‎ 表示将来的时间 this morning this afternoon this evening tonight tomorrow next week ‎ What are you going to do this morning?‎ ‎ visit my grandparents.‎ ‎ I’m going to see a film ‎ take a trip I’m going to the supermarket ‎ ‎ 第二课时 课时内容 A Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第三单元的第二课时,与第一课时紧密相连,继续围绕“Weekend Plan”这个话题展开。本节课主要是通过打电话的情景理解语言Sounds great. I have to...的大意以及掌握谈论周末活动计划的句型What are/is... going to do...? I’m...He/She is going to...引导学生合理的安排自己的周末。在第一课时中句型What are you going to do…? I’m going to…的学习,为本课时打下了基础。本课时的重点是能在情景中恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。‎ 本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,通过此练习获得A Let’s talk版块的人物及场景信息,为进入正式的对话学习做准备。Let’s talk通过呈现Mike和Sarah 打电话聊天的场景引出了谈论周末活动的句型。周末活动的话题是学生们非常感兴趣的,贴近学生生活的,更能激发学生想要用英语表达的愿望。‎ 本课时要理解的语言Sounds great. I have to...要结合语境帮助学生理解。遵循以学生为主的原则,利用教材设置的情境,引导学生自主学习,培养学生独立思考的能力。‎ 课时目标 ‎1. 能够听、说、认、写句型:What are you going to do tomorrow? I’m going to have an art lesson.‎ ‎ We’re going to draw pictures in Renmin Park.‎ ‎2. 能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。‎ ‎3. 能够用正确的语音、语调朗读对话。‎ ‎4. 能够理解Sounds great. I have to...‎ ‎5. 了解be going to表示将来计划的用法。‎ ‎6. 引导学生合理的安排周末计划。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、认、写句型:What are you going to do tomorrow? I’m going to have an art lesson. We’re going to draw pictures in Renmin Park.‎ ‎(2)能够在情景中运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。‎ ‎(3)能够用正确的语音、语调朗读对话。‎ ‎(4)了解be going to表示将来计划的用法。‎ ‎2.难点 恰当的运用句型What are/is... going to do...? I’m...He/She is going to...谈论周末活动计划。‎ 教学准备 ‎ 多媒体课件、词卡、日历、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Very well, thanks. And you?‎ T: I’m fine, too. Before our class, let’s enjoy a song.‎ ‎(播放歌曲What are you going to do?,学生欣赏并跟唱。)‎ 教学资源:课件 设计意图:歌曲的运用,激发学生的学习兴趣,复习上节课的句型。‎ ‎2. Review some words and phrases. ‎ a. 教师依次展示see a film, visit grandparents, take a trip, go to the supermarket,学生认读并说出汉语。例如:教师展示单词see a film,学生说出see, see a film 看电影。)‎ ‎ b. 课件展示“洗衣服、画画、踢足球、游泳、做作业、上钢琴课”等图片,学生说出短语,并做相应的动作。‎ ‎ c. 学生齐读短语,并说汉语。‎ 教学资源:词卡、课件 设计意图:认读的活动复习和巩固了所学的短语,为对话的学习奠定了基础。‎ Step 2 Lead in ‎ ‎1.呈现日历,圈出本周周末日期。‎ T: The weekend is coming. What are you going to do?(板书句型。)‎ S1: I’m going to...(板书句型。)‎ S2: I’m going to...‎ ‎...‎ ‎(师生问答,生生问答。)‎ 教学资源:日历 设计意图:日历很自然的引出周末这个话题,互相问答复习上节课的句型。‎ ‎2. T: What am I going to do this weekend? Can you guess?‎ S1: Are you going to...?(引导学生用Are you going to...句型提问。) ‎ ‎...‎ ‎ T: I’m going to clean my room on Saturday morning. I’m going to wash my clothes on Saturday afternoon. I’m going to the hospital on Sunday morning. I’m going to see a film on Sunday evening. Oh, I’m going to have a busy weekend. ‎ 设计意图:猜测老师的周末活动,唤起了学生的注意力,激发了学生参与教学活动的兴趣。‎ Step 3 Presentation ‎1. Let’s try ‎ a. T: Great, everyone. Listen, there is a phone call. It’s Saturday morning. Sarah is on the phone with Mike. They are talking about their plan for Saturday afternoon. Can Mike go swimming today? 学生先预测。‎ b. 播放录音,学生读题回答。‎ 教学资源:录音机、磁带 设计意图:指导学生听前预测,掌握听力技巧,并通过听力活动获得Let’s talk 版块的相关信息,为进入对话学习做准备。‎ ‎2. Let’s talk ‎(1) 利用日历,学生理解tomorrow。‎ ‎ T: Today is Saturday. What day is it tomorrow?‎ Ss: Sunday.(在日历标注tomorrow,帮助学生更好的理解。.)‎ ‎ T: What are Mike and Sarah going to do tomorrow?‎ ‎ (2)带着问题学生自读对话,并完成表格。‎ ‎ have an art lesson ‎ wash clothes ‎ see a film ‎ do homework Sarah ‎ Mike ‎ ‎ ‎ (3)根据文本内容引出句型,理解句型。‎ ‎ a. T: What is she going to do tomorrow?(板书is she,理解句子。)‎ ‎ S1: She’s going to have an art lesson.(教读lesson,指名读,理解句子,齐读句子。)‎ ‎ T: What is he going to do tomorrow?(板书is he,理解句子。)‎ ‎ S2: He’s going to see a film.‎ ‎ b. 齐读板书句子。‎ ‎ (4)播放录音,跟读录音。‎ ‎ 在跟读过程中,理解Sounds good, I have to do my homework now.‎ A: What are you going to do ______?‎ B: I’m going to have _______ lesson.‎ A: What are you going to do in your lesson?‎ B: We’re going to ________.‎ A: That sounds good! I’m going to__________.‎ B: Have a good time.‎ A: You too. I have to__________ now. Bye B: Bye.‎ ‎ (5)分角色朗读对话,表演对话。‎ ‎ (6)两人一组仿编对话。‎ 参考对话示例: .‎ 教学资源:课件、录音机、磁带 设计意图:在整个的对话教学中引导学生自主学习,积极参与教学活动。‎ ‎3. be going to 的用法 ‎(1)小组讨论be going to 的用法。‎ ‎(2)指名说,引导学生归纳。‎ 设计意图:引导学生自己归纳,培养学生的独立思考的意识和自学能力。‎ Step 4 Practice ‎1. 排句子。‎ ‎ 两人一组活动。学生两人一组,每人在纸条上写三个主语不用的一般将来时态的句子,然后把句子中的单词用手撕开,互相交换。比赛谁先把同伴的两个句子排列好。‎ 设计意图:学生们撕一撕,排一排,在游戏中强化对be going to句型的认识及be动词和不同的人称搭配。‎ ‎2. Making funny sentences.‎ ‎ 教师准备四个纸箱,其中分别装着写有人物、动作、时间和地点的纸条。请学生分别从纸箱里抽出纸条,根据抽到的纸条造句,造出来的句子如果符合逻辑就加分或奖励。‎ ‎ 例如:Zhang Ling wash clothes this evening in the classroom ‎ Zhang Ling is going to wash clothes in the classroom this evening.(不合逻辑,不加分或不奖励)‎ 设计意图:训练学生掌握和使用四要素造句子。‎ ‎3. Do a survey.‎ ‎ What are you going to do this weekend? What is your partner going to do? Let’s do a survey.‎ ‎ 学生调查并介绍自己和同伴的周末活动计划。‎ 设计意图:调查活动,锻炼了学生的思维能力,培养学生在真实的语境中运用语言的能力,‎ Step 5 Summary T: What did you learn about this class?‎ 学生们自由说。‎ ‎1. 学习了be going to 的用法。‎ ‎3. 学习了谈论周末活动计划的句型:What are/is... going to do...?‎ ‎ I’m...He/She is going to...‎ 设计意图:学生共同归纳和整理知识点,有助于对知识的理解和记忆。‎ 课堂作业 一、英汉互译。‎ ‎1. have to ____________ 2. lesson ____________‎ ‎3.看电影 ___________ 4. 明天 ___________‎ ‎5. Have a good time. ____________‎ 二、用am, is, are 填空。‎ ‎ 1. I ________ going to take a trip tomorrow.‎ ‎ 2. Mike ________ going to read books.‎ ‎ 3. They ________ going to watch TV this evening.‎ ‎ 4. She ________ going to draw pictures this weekend. ‎ 三、单项选择。‎ ‎( )1. We _______ going to the supermarket tonight.‎ ‎ A. am B. is C. are ‎( )2. What are you going to do _______ tomorrow?‎ ‎ A. in B. this C. /‎ ‎( )3. He’s going to _______ his grandparents.‎ A. visit B. visits C. visiting 四、选择合适的句子补全对话。‎ Bob: What are you going to do this afternoon?‎ Tim: 1.________________________‎ Bob: What are you going to do in your lesson?‎ Tim: 2. ________________________‎ Bob: 3. ________________________I’m going to play ping-pong with my friends.‎ Tim: Have a good time. ‎ Bob: You too. 4.________________________ Bye Tim: 5. ________________________‎ A. We’re going to draw pictures in Renmin Park.‎ B. I have to do my homework now.‎ C. Bye.‎ D. I’m going to have an art lesson.‎ E. Sounds good!‎ ‎ ‎ Answers:‎ 一、1.不得不2.课程3.see a film 4. tomorrow ‎ 5.玩的开心。‎ 二、1.am 2. is 3. are 4. is 三、1.C 2.C 3.A 四、1.D2.A3.E4.B5.C 板书设计 ‎ A Let’s talk A: What are you going to do tomorrow?‎ ‎ is she/he B: I’m/She’s /He’s going to...‎ ‎ 主语+be(am, is, are) going to+动原 ‎ 表示计划、打算 第三课时 课时内容 ‎ B let’s learn Role-play 课时分析 本课时是人教版六年级上册第三单元第三课时。围绕“要够买的物品”这个话题展开,主要通过对话学习单词和词组dictionary, comic book, word book, postcard及句型Where are you going? I’m going to buy...的表达。激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。本课时的学习是为第四课时的学习做好铺垫。本课时的重点是四会单词和词组的掌握以及能够运用四会单词和词组谈论和描述书店中自己要购买的物品。‎ 本课时包括Let’s learn 和Role-play两个版块。Let’s learn通过John和Jack在电影院前讨论下一步的计划的场景,呈现了单词及词组的词形和意义。此话题与我们的学生的生活很密切,很能激起学生学习的兴趣。Role-play版块是用于操练B Let’s learn版块中有关书籍的单词及词组。通过学生在书店购书、买书的角色扮演,达到在真实的语境中交流的目的。‎ 本课时的词汇中的词汇教学,要利用学生的迁移能力,结合学过的单词,用同类词归类或自然拼读法掌握。句型的教学,不只是本课书上的知识,还要拓展句型,发散学生的思维。在整个教学过程中,以激发学生学习兴趣为主,采用儿歌、游戏、猜谜、角色扮演等多种教学手段调动全体学生的参与,让学生在愉悦的环境下,自主的学习。‎ 课时目标 ‎1. 能够听、说、读、写单词和词组:dictionary, comic book, word book, postcard ‎2. 能够在情景中正确运用上述单词和词组讨论或描述自己书店中可以购买的物品。‎ ‎3. 能够在情景中运用句型Where are you going? I’m going to buy...就购买计划进行询问和作答。‎ ‎4. 激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、读、写单词和词组:dictionary, comic book, word book, postcard ‎(2)能够在情景中正确运用上述单词和词组讨论或描述自己书店中可以购买的物品。‎ ‎(3)能够在情景中运用句型Where are you going? I’m going to buy...就购买计划进行询问和作答。‎ ‎2. 难点 ‎(1)单词dictionary的发音。‎ ‎(2)能够灵活运用四会单词和词组描述书店中可以购买的物品。‎ 教学准备 ‎ 课件、词卡、书籍、录音机、磁带 教学过程 Step 1 Warm up ‎ ‎1. Greeting ‎ T: Hello, everybody. ‎ ‎ Ss: Hi, Mrs /Mr /Miss...‎ T: How do you feel today? Happy or sad?‎ Ss: Happy. ‎ ‎2. Ask and answer. ‎ ‎ T: What are you going to do this weekend?‎ ‎ S1: I’m going to...‎ ‎ S2: ...‎ ‎ T: What is S1 going to do this weekend?‎ ‎ S3: He’s/She’s going to ...‎ ‎ ...‎ 设计意图:问答练习帮助学生复习和巩固上节课的知识。‎ Step 2 Lead in ‎2. Play a game.‎ ‎ T: I have many pictures. Guess what place it is.(课件上的图片被问号遮住一部分,学生猜测地店。如:hospital, cinema, museum, park, post office, bookstore.)‎ 教学资源:课件 设计意图:猜一猜的游戏激发了学生的学习兴趣,同时引出了书店这个场景。‎ Step 3 Presentation ‎1. Teaching the new words and phrases “comic book, word book, dictionary, postcard”‎ ‎(1)Teaching “comic book, word book”‎ ‎ a. T: This is a bookstore. What books can you buy in a bookstore?‎ ‎ Ss: Chinese book, English book, maths book...(学生回答出一种书,教师用实物展示。)‎ ‎ b. 教师继续用实物展示漫画书、单词书,并板书comic book, word book,学生自己拼读出单词,教师带读。‎ ‎(2)Teaching “dictionary”‎ ‎ T: What’s this?(教师呈现一本词典。)‎ ‎ Ss: It’s a dictionary.(板书单词dictionary,用拆读法拆分的音节,教师教读。指名读,小组读,齐读。)‎ ‎ T: Look at these dictionaries.(呈现不同种类的词典,并板书dictionary的复数形式,学生拼读。)‎ This is a ...(教师拿起语文词典,引导学生说出。)‎ ‎ Ss: Chinese dictionary.‎ ‎ T: Do you have a Chinese dictionary?‎ ‎ Ss: Yes.‎ ‎ T: Look! This is ...(教师拿起英语词典,引导学生说出)‎ ‎ Ss: An English dictionary.‎ ‎(3) Teaching “postcard”‎ ‎ T: What’s this?(呈现明信片的实物)‎ ‎ Ss: It’s a post card.(板书post card,联系词组post office, birthday card, 学生自己拼读出单词)‎ ‎(4)Listen to the tape and follow the tape.‎ 听录音,跟读板书的单词和词组。‎ ‎(5)Read the words and phrases in pairs.‎ ‎(6)Remember the chant.‎ comic book, comic book,漫画书 word book, word book,单词书 postcard, postcard,明信片 dictionary, dictionary,词典 教学资源:课件、录音机、磁带 设计意图:利用肢体语言、图片引出词汇,吸引学生的兴趣。然后利用学生的迁移能力,自己总结发音规律,读出单词,培养学生的思维能力。接着听录音,跟读录音,模仿录音,最后儿歌记忆。在教学单词和短语中还穿插了有趣的游戏,让学生在轻松的环境下掌握知识。‎ ‎2. Teaching “Where are you going? I’m going to buy....”‎ ‎(1) T: Look at the pictures. This is John and John’s cousin, Jack. Where are they going? What are they going to buy?(板书Where are they going? What are they going to buy?)‎ ‎(2) Listen to the tape and answer the questions.‎ ‎ 播放对话内容,学生带着问题听录音。‎ ‎(3)指名回答。(板书They are going to the bookstore. They are going to buy a new comic book.)‎ ‎(4)分角色朗读对话。‎ ‎(5)指组朗读对话,理解对话。‎ ‎(6)两人一组,仿编对话。‎ ‎ 将板书句型稍作调整,学生根据板书句型仿编对话。‎ A: Where are you going ________?‎ B: I’m going to the________.‎ A: What are you going to buy?‎ B: I’m going to buy a/an new________.‎ ‎(7)齐读板书句型,理解句型。‎ 教学资源:课件、录音机、‎ 设计意图:教学句型,由简单到复杂,逐步 学习,层层递进。‎ Step 4 Practice ‎1. 单词认读活动。‎ ‎(1)猜单词和词组。‎ ‎ 课件呈现单词dictionary, comic book, word book, postcard,将开头或结尾被遮住,学生快速猜测并读出单词。‎ ‎(2)单词接龙。‎ ‎ 教师说出某个单词的第一个字母,学生依次说出第二个字母,第三个字母等。‎ ‎(3)猜谜语。‎ ‎ It’s a useful book. You can look for the meanings of the words you don’t know. It’s a _______.‎ ‎ It’s a book. It’s very funny. You can see pictures and stories. It’s a_______.‎ ‎ It’s a book. You can see different kinds of words in it. It’s a_______.‎ ‎ It’s a card. You can send it to your friend. It’s a _______.‎ 教学资源:课件 设计意图:通过不同的游戏,训练学生对Let’s learn中的单词和词组的掌握。‎ ‎2. Role-play ‎ (1)四人一组,一名学生扮演书店店员,其余三人扮演顾客。‎ ‎ (2)准备好书籍摆在桌子上当道具。‎ ‎ (3)小组创编对话。‎ 参考句型:Can I help you?‎ ‎ Do you have ...?‎ ‎ Here they are.‎ ‎ What are you going to buy?‎ ‎ I’m going to buy...‎ ‎ (4)指组表演对话。‎ 教学资源:学生自备书籍等 设计意图:训练学生在真实的语境中交流语言的目的。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言,教师总结。‎ ‎1.学习了单词和词组:dictionary, comic book, word book, postcard ‎2.学习了就购买计划进行问答的句型:‎ ‎—Where are you going? —I’m going to ...‎ I’m going to buy.... ‎ 设计意图:帮助学生整理和归纳,加深对知识的理解和记忆。‎ 课堂作业 一、看图写出单词和词组。‎ ‎ 1. 2. 3. ‎ ‎ ‎ ‎ ____________ ____________ ______________ ‎ 二、单项选择。‎ ‎( )1.—________ are you going?‎ ‎—To the cinema.‎ A. What B. Where C. Who ‎( )2. I’m going to buy a ________ in the bookstore .‎ ‎ A. word book B. watermelon C. T-shirt ‎( )3.—________ you have story books?‎ ‎ —Yes. Here they are.‎ A. Do B. Are C. Can 三、给下列句子排列。‎ ‎( )I’m going to the supermarket.‎ ‎( )Where are you going this afternoon?‎ ‎( )My mum.‎ ‎( )I’m going to buy some fruit.‎ ‎( )Who are you going with?‎ ‎( )What are you going to buy?‎ Answers:‎ 一、1. dictionary 2. comic book 3. postcard 二、1.B2.A 3.A 三、2、1、6、4、5、3‎ 板书设计 ‎ B Let’s learn A: Where are you going ________?‎ B: I’m going to the________.‎ A: What are you going to buy?‎ B: I’m going to buy a/an new________.‎ ‎ comic book 漫画书 ‎ ‎ word book 单词书 ‎ postcard 明信片 ‎ dictionary 词典 ‎ ‎ 第四课时 课时内容 B Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第三单元第四课时,与第三课时紧密相连。围绕“活动计划的地点和时间”的话题展开,主要通过对话学习词组lots of, half price, space travel及句型Where are you going? I’m going to ...When are you going?.的表达,了解电影院一般在周二半价的生活常识。第三课时句型Where are you going? I’m going to...的学习为本课的学习奠定了一定的基础。本课时的重点是理解重点单词和词组以及能够在情景中灵活运用句型Where are/is... going? I’m going ...He/She is going to...When are/is... going? 询问计划的时间和地点。‎ 本课时包括Let’s try和Let’s talk两个版块。Let’s try呈现了John回家路上遇见Amy聊天的场景呈现新句型。学生通过听力练习获得Let’s talk版块的人物及场景信息,为进入正式的对话学习做准备。Let’s talk 版块通过John和Amy回家路上聊天,引出句型Where are you going? I’m going to... When are you going? 此情境的设计,贴近学生的生活,能够激起学生的学习兴趣。‎ 本课时的单词和词组的理解和发音对于学生有一定的难度,要结合图片、一定的语境等方法帮助学生理解。利用自然拼读法、拆读法等教学语音。本课时涉及的句型较多,要重点放在句型的综合运用上。给学生创设真实的情境,调动全体学生的积极参与,做到情境与操练相结合,达到运用语言、巩固语言的目的。‎ 课时目标 ‎1. 能够听、说、认读词组:lots of, half price, space travel ‎2. 能够理解语境语言Why not go on Tuesday?的意义。‎ ‎3. 能够理解对话大意;能够按照正确的意群及语音、语调朗读对话。‎ ‎4. 能够在情景中运用句型Where are/is... going? I’m going ...He/She is going to...When are/is... going? 谈论计划的时间和地点。‎ ‎5. 知道电影院一般在周二半价的生活常识。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、认读词组:lots of, half price, space travel ‎(2)能够理解对话大意。能够按照正确的意群及语音、语调朗读对话。‎ ‎(3)能够在情景中运用句型Where are/is... going? I’m going ...He/She is going to...When are/is... going? 谈论计划的时间和地点。‎ ‎2. 难点 ‎(1)句型Where are/is... going? I’m going ...He/She is going to...When are/is... going? 的灵活运用。‎ ‎(2)能够理解语境语言Why not go on Tuesday?的意义。‎ 教学准备:‎ 课件、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, /Miss/Mr. ...‎ T: Are you ready for English class?‎ ‎ Ss: Yes.‎ ‎ T: Ok. Let’s begin our class. Before our class, let’s play a game first.‎ ‎2. Play a game ‎ 课件呈现被遮住一部分的词典、漫画书、单词书、明信片的图片,学生猜出单词,并拼读出来。‎ 教学资源:课件 设计意图:通过游戏复习和巩固上节课的知识。‎ Step 2 Lead in ‎1.认读活动 课件快速呈动词类、地点类、时间类三组单词和词语,学生认读。‎ ‎ 动词类:visit my grandparents, play sports, play basketball, read books, do homework, watch TV, make a snowman, see a film, take a trip...‎ 地点类:cinema, supermarket, school, park, zoo, bedroom, kitchen...‎ ‎ 时间类:this afternoon, next week, tomorrow, this morning...‎ 教学资源:课件 设计意图:复习已学过的单词和词组,为句型的教学做好准备。‎ ‎2.小组给上述出现的三组单词和词组归类,并找出对应的疑问词where, what和when。‎ 教学资源:课件 设计意图:培养学生的总结能力。‎ Step 3 Presentation ‎1. Teaching “Where are you going? When are you going?”‎ ‎(1)利用上个环节中学生找出的疑问词,教师板书Where are you going? What are you going to do? When are you going?(理解句子,齐读句子。)‎ ‎ (2)师生问答。‎ ‎ T: Where are you going?‎ ‎ S1: I’m going to the...(从课件的词汇中选择回答,教师板书句子。)‎ ‎ T: What are you going to do?‎ ‎ S1: I’m going to...(板书句子。)‎ ‎ T: When are you going?‎ ‎ S1: Next week/...(板书句子。) ‎ ‎ (3)认读板书句子。‎ ‎ (4)两人一组练习。 ‎ 设计意图:问答操练巩固核心句型。‎ ‎2. Let’s try.‎ ‎ (1)听前预测。‎ ‎ T: Look at the pictures.(呈现John 和Amy的人物图片。)Who’s he? ‎ ‎ Ss: He’s John.‎ ‎ T: Who’s she?‎ ‎ Ss: She’s Amy.‎ ‎ T: John is on his way home. He sees Amy. What is Amy going to do? Guess.(学生尝试猜测。)‎ ‎ S1: She’s going to...‎ ‎...‎ ‎(2)听录音回答问题。‎ ‎ ①What is Amy going to do?‎ ‎ ②Is the ice cream for John?‎ ‎ ③Who is Jack?‎ 教学资源:录音机、磁带 设计意图:听力练习获得Let’s talk版块的人物和场景信息,为正式的对话做好准备。‎ ‎3. Let’s talk ‎ (1)整体感知课文。‎ ‎ a.带着问题阅读课文。‎ What are John and Jack going to do?‎ ‎ b.指名回答。‎ ‎ T: What are John and Jack going to do?‎ ‎ Ss: They’re going to see a film.‎ ‎ T: What film are they going to see?‎ ‎ Ss: They’re going to see a film about space travel.(板书space travel, 呈现图片,理解词组,教读,指名读,齐读)‎ ‎ (2)细读课文,理解重点句子。‎ ‎ a.再次阅读课文,回答问题。‎ ‎ Where are Jack and John going?‎ ‎ When are they going? ‎ ‎ b.小组讨论,指名回答。‎ ‎ c.理解Why not go on Tuesday?‎ ‎ T: They are going to see a film next Wednesday. When does Amy suggest they see a film?‎ ‎ Ss: Next Tuesday.‎ ‎ T: How does she say? ‎ ‎ Ss: Why not go on Tuesday?(课件呈现句子,理解句子,教师举例理解why not)‎ ‎ T: Why?‎ ‎ Ss: It’s half price.(引导学生说出,板书half price,理解词组,用拆拼法教读单词half, price,指名读,齐读)‎ ‎ d. 讲解星期二半价的常识。‎ ‎ e.提出不懂的句子。‎ ‎ I have lots of comic books about space.(课件呈现句子,板书lots of,理解词组,指名读,带读,齐读,理解句子)‎ ‎ (3)听录音跟读录音。‎ ‎ (4)分角色朗读课文,表演课文。‎ 教学资源:教学插图、课件、录音机 设计意图:先呈现整篇对话,让学生整体感知语言,然后再学习重点语言,练习语言,达到理解语言、运用新的语言的目的。‎ Step 4 Practice ‎ 1. Make a dialogue in pairs.‎ 课件呈现信息,学生根据信息任选一组创编对话。‎ bookstore ‎ buy a word book Sunday morning park ‎ fly kites ‎ tomorrow A: Hi, xxx Where are you going this weekend?‎ B: I’m going to_________.‎ A: What are you going to do?‎ B: I’m going to_________.‎ A: When are you going?‎ B: _________.‎ A: Can I go with you?‎ B: _________.‎ 参考对话:‎ 设计意图:发挥想象,运用所学语言创编对话。‎ ‎ 2. Interview your classmate and give a report.‎ ‎ 调查同桌的计划或打算并以书面形式做汇报。(根据第26页的表格,采访自己的同桌,并把同桌的回答写在表格内。然后请学生根据表格内容汇报)‎ ‎ xxx is going to ... He’s/She’s going to ... there. He’s/She’s going there...‎ ‎ 设计意图:创设情境,达到巩固语言、运用语言的目的。‎ Step 5 Summary ‎ T: What did you learn about this class?‎ ‎ 师生共同归纳。‎ ‎ 1. 学习了词组:lots of, half price, space travel ‎ 2. 询问打算去哪,要说:Where are/is...going? ‎ ‎ 询问打算什么时候去,要说:What are/is...going to do?‎ ‎ 询问打算做什么,要说:When are/is...going? ‎ 课堂作业 一、翻译下列词组。‎ ‎1. lots of _______ 2. space travel _______‎ ‎3. half price _______ 4. next week _______‎ 二、给下列问句选择合适的疑问词。‎ what when where who ‎1. —______are is he going to do? 2. —______are you going? ‎ ‎ —He’s going to play football. —Tomorrow.‎ ‎3. —______is Mike going? 4. —______is that boy?‎ ‎ —The U.K. —He’s my cousin.‎ 三、按要求写句子。‎ ‎ 1. I’m going to the hospital. (就画线部分提问) ‎ ‎ ______ ______ ______ going?‎ ‎ 2. cousin, is, visit, going, to, me, my, afternoon, this(.)(连词成句)‎ ‎ _________________________________________.‎ ‎3. Amy is going there by bus.(就画线部分提问)‎ ‎ _______ is Amy going there? ‎ ‎ 四、我是阅读小能手。阅读短文,选择正确的答案。‎ ‎ I’m Lisa. I’m going to have a busy weekend. Saturday morning, I’m going to buy a new comic book by subway. Then I’m going to go home and read the new books. Sunday morning, I’m going to the supermarket with my mother. Then, in the afternoon, I’m going to visit my grandma. That will be fun.‎ ‎( )1. Lisa is going to buy a comic book________.‎ ‎ A. by bus B. by subway C. by train ‎( )2. Lisa is going to the supermarket with________.‎ A. her mom B. her dad C. her sister ‎( )3. Lisa is going to visit her grandma________.‎ A. Saturday morning B. Sunday morning C. Sunday afternoon ‎( )4. Lisa is going to have a ________weekend.‎ ‎ A. busy B. free(空闲的) C. sad ‎ Answers:‎ 一、1.大量的2.宇宙旅行3.半价4.下周 二、1. What 2. When 3. Where 4. Who 三、1. Where are you ‎2. My cousin is going to visit me this afternoon.‎ ‎3. How 四、1.B2. A3.C4.A ‎ ‎ ‎ ‎ ‎ ‎ 板书设计 ‎ B Let’s talk ‎ Where are you going? space travel宇宙旅行 ‎ ‎ I’m going to ______. half price 半价 ‎ What are you going to do? lots of 大量的 ‎ I’m going to ______.‎ ‎ When are you going? ‎ ‎ ______.‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第三单元第五课时。主要围绕“中秋节”这一话题展开,通过阅读文本学习单词和词组get together, mooncake, poem, Mid-Autumn Festival,了解吴一凡中秋节的安排。训练学生在语篇中捕捉不同类型的信息和思考的能力。前几课时be going to 句型的学习为本课时的教学奠定了基础。本课时的重点是能口头描述吴一凡和自己的中秋节安排及能在文段中找到更多单词,并正确读出重音。‎ ‎ 本课时分为读、写、语音三部分。第一部分通过呈现不同节日的图片,了解不同节日活动的计划。第二部分提供了吴一凡描述中秋节安排的日记。通过阅读日记完成有意义的书写活动。中秋节是学生们非常熟悉的节日,贴近学生的生活,大大的提高了学生的阅读兴趣。第三部分呈现了几个单词,学生能够根据例词,选取文段中有重音的单词并能朗读出来。‎ ‎ 本课时的词汇的教学,要结合图示、联系上下文帮助学生理解。遵循以学生为主体,教师为主导的原则,采取小组合作的方式,全面调动学生的参与,引导学生自主学习,培养良好的阅读习惯和技巧。‎ 课时目标 ‎ (1)能够听、说、认读单词和短语:get together, moon cake, poem, Mid-Autumn Festival ‎ (2)能够通过阅读问题训练在语篇中捕捉类型的信息和思考的能力。‎ ‎(3)能够口头描述自己家庭成员在中秋节的活动,并写出一篇相关日记。‎ ‎(4)能够根据例词提示在文段中找到更多双音节词或多音节单词,知道重音位置并能正确朗读出来。.‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、认读单词和短语:get together, mooncake, poem, Mid-Autumn Festival ‎(2)能够口头描述自己和吴一凡的中秋节的安排。‎ ‎(3)能够根据例词提示在文段中找到更多双音节词或多音节单词,知道重音位置并能正确朗读出来。.‎ ‎2.难点 能够根据例词提示在文段中找到更多双音节词或多音节单词,知道重音位置并能正确朗读出来。.‎ 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: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: Very well, thanks. ‎ ‎2. Ask and answer ‎ T: Where are you going this weekend?‎ ‎ S1: I’m going to...‎ ‎ T: What are you going to do there?‎ ‎ S1: I’m going to...‎ ‎ T: When are you going?‎ ‎ S1: ...‎ ‎ T: What is S1 going to do?‎ ‎ S2: He’s/She’s going to...‎ ‎ ...‎ 设计意图:通过问答操练,复习和巩固be going to句型,为本课的学习做好铺垫。‎ Step 2 Lead in ‎ T: Here are some pictures for some holidays. What holidays are they? Do you know their English name?(课件呈现劳动节、儿童节、妇女节的图片,学生说出名称)‎ 教学资源:课件 设计意图:通过复习已学过的节日名称,很自然的引出下文。‎ Step3 Presentation ‎1. 阅读前 ‎(1)课件呈现本课三幅插图。‎ T: What holidays are these? Do you know?‎ S1: National Day.‎ S2: Spring Festival.‎ S3: Christmas.‎ ‎(2)教读National Day, Spring Festival, Christmas,齐读。‎ ‎(3)小组讨论What do we often to on these holidays?,指名说,教师讲解。‎ ‎(4)总结不同节日的共同点。‎ family get together(板书get together,带读,指名读,齐读)‎ ‎(5)课件呈现中秋节的图片。‎ ‎ T: What holiday is this?‎ ‎ Ss: Mid-Autumn Festival.(引导学生说出,板书Mid-Autumn Festival.,教读,齐读)‎ ‎ T: Mid-Autumn Festival is coming. What are Yu Yifan’s family going to do? Let’s have a look.‎ 教学资源:课件 设计意图:通过共同讨论节日,激活相关背景知识和储备词汇。‎ ‎2. 阅读中 ‎(1)第一次阅读 ‎ 快速阅读课文,用横线画出吴一凡日记中提到的家人,用曲线画出他们进行的活动。‎ ‎(2)第二次阅读 ‎ (1)细读课文,填表格。‎ Who ‎ ‎ Be going to/will Wu Yifan’s family His family will/are going to get together.‎ Wu Yifan and Robin ‎ (2)小组讨论表格内容。‎ ‎ (3)指组汇报。‎ ‎ 学生在汇报的过程中,适时的教学mooncake, poem。‎ ‎ (3)第三次阅读 ‎ 播放录音,学生跟读,模仿录音中的停顿、录音和语调。‎ ‎ (4)两人一组互相讨论自己在中秋节会做些什么,然后完成书写活动。‎ 教学资源:课件、录音机、磁带 设计意图:通过画一画、表格等形式,训练学生在语篇中捕捉不同类型的信息和思考的能力。‎ ‎3. 阅读后 ‎ (1)Tips for pronunciation ‎ a. 播放Listen, clap and repeat录音,学生跟读,感知重音的位置。‎ ‎ b. 教师带领学生边读边用手在桌子上打节拍。‎ ‎ c. 在文段中找出更多的双音节单词或多音节单词,学生边读边打节拍。‎ ‎ (2)课件呈现文段中的藏头诗。‎ a. 学生朗读藏头诗。‎ b. 教师简单介绍藏头诗的特点。‎ 教学资源:课件、录音、磁带 设计意图:通过打节拍的方法练习单词中的重音,使学生在有趣的形式中更好的掌握。‎ Step 4 Practice ‎ 仿照课文,画一画、写一写自己的节日计划。‎ 设计意图:训练学生的书面表达能力。‎ Step 5 Summary T: What did you learn about this class?‎ 学生发音,教师归纳。‎ ‎1.学习了单词和词组:get together, mooncake, poem, Mid-Autumn Festival ‎2.了解了中秋节的一些习俗。‎ ‎3.知道了藏头诗的特点。‎ ‎3.知道了语音中的重音。‎ ‎4.能够用be going to/will的句型描述节日的计划。‎ 设计意图:师生共同整理和归纳,强调了重点。‎ 课堂作业 一、按要求写单词。‎ story 复数 we 宾格 ‎ 1. 2. ‎ poem 汉译英 get together 英译汉 ‎ 3. 4.‎ 二、单项选择。‎ ‎( )1. My family ________ going to have a big dinner.‎ A. is B. are C. am ‎( )2. We eat ________ in Mid-Autumn Festival.‎ A. mooncake B. noodles C. dumplings ‎( )3. My grandma will ________ me a story about Chang’e. ‎ A. tells B. tell C. telling 三、我是阅读小能手。‎ ‎ Do you know the Chinese Dragon Boat Festival? It’s a Chinese special holiday. It’s on the fifth day of the fifth month in the Chinese calendar(日历). Tomorrow is the Dragon Boat Festival. I will be very happy. In the morning, I’m going shopping with my parents. We are going to buy some good food. Then we are going to watch dragon boat races. In the afternoon, my mom is going to make zongzi with my grandma. In the evening, we are going to have a big dinner together.‎ ‎ a.圈出与内容有关的图片。‎ ‎ A. B. C. D.‎ b. 判断句子正“T”误“F”。‎ ‎( )1. The Dragon Boat Festival is on the fifth day of the fifth month in ‎ the Chinese calendar.‎ ‎( )2. I like the Dragon Boat Festival.‎ Answers:‎ 一、1. us 2. stories 3. 诗4. 聚会 二、1. B 2. A 3.B 三、a. A 、C、D、b. 1.T 2.T 板书设计 ‎ B Read and write ‎ ‎ ‎ get together 聚会 ‎ mooncake月饼 _____ will/be going to______.‎ ‎ poem诗 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第三单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。主要通过Let’s check.和Let’s wrap it up.检测本单元的A,B部分的核心词汇和句型。Story time巩固本单元句型,增加学生语言的输入。本课时是对前几课时重点知识的回顾,本课时的重点是复习本单元的知识和完成听力练习。‎ ‎ 本课时包括Let’s check ,Let’s wrap it up 和story time三个版块。Let’s check 呈现了四组图片,学生学会从图片信息中推测考查点,做到有目的、有针对性地听录音,完成听力任务。重点培养学生良好的听力习惯,以持续提高学生的听力水平。Let’s wrap it up. 板快通过呈现5个俄罗斯套娃大小暗示语,复习总结将来时的语法点。Story time版块呈现了Zoom想要学习游泳的小故事。故事趣味性强,很能吸引学生的兴趣。故事的学习,复习巩固了本单元重点What are you going to do? I am going to...以及借助图片和上下文理解新句子:Learning by doing.‎ ‎ 本课时是复习课,话题比较多。在设计教学过程时,不同的版块采取不同的方法。Let’s wrap it up. 引导学生自己归纳,培养学生的思维能力。Story time.采用先整体感知故事情节、然后理解重点,接着再次欣赏的方法,巩固语言和发展语言。‎ 课时目标 ‎ (1)能够较好的完成Let’s check。‎ ‎ (2)能够巩固并综合运用What are/is ... going to do? I’m ...He/She is going to... Where are/is... going? I’m... He/She is going to ...When are/is... going? I’m going ... He/She is going...谈论活动计划。‎ ‎(3)能够理解故事,尝试表演故事。‎ ‎(4)培养学生学习英语的兴趣,增强团队合作意识。‎ 课时重难点 ‎1.重点 ‎(1)能够较好的完成Let’s check。‎ ‎(2)复习本单元知识。‎ ‎(3)能够理解故事,尝试表演故事。‎ ‎2.难点 本单元句型的综合运用。‎ 教学准备:‎ 课件、卡片、录音机、磁带、‎ 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everybody.‎ Ss: Morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks.‎ T: What’s the weather like today?‎ Ss: It’s sunny/windy…‎ T: Are you ready for English class?‎ Ss: Yes. We’re ready.‎ ‎2. Review the words.‎ ‎ 呈现本单元四会单词和词组的卡片,学生认读和拼读。‎ 教学资源:卡片 设计意图:通过词卡的认读和拼读,复习本单元的重点词汇。‎ Step 2 Lead in ‎ Sing a song.‎ T: Great, boys and girls. Now let’s enjoy a song “What are you going to do?”(播放歌曲,学生欣赏。)Can you sing? Let’s sing together.(继续播放歌曲,学生跟唱)‎ 教学资源:课件 设计意图:歌曲的导入,吸引了学生的学习兴趣,并自然的引出了下一个环节。‎ Step 3 Presentation ‎1. Let’s wrap it up. ‎ ‎(1)板书歌曲的题目What are you going to do?请学生观察这个句子并将它分为五个部分。‎ ‎(2)小组讨论每一部分有哪些词代替。‎ ‎(3)小组汇报,教对答案。(在学生汇报的同时,适时板书)‎ ‎(4)打开课本,小组观看五个套娃上的文字。学生小组内造句。‎ ‎(5)学生总结一般将来时态的用法。‎ 设计意图:学生自己总结归纳,培养学生的梳理的能力。‎ ‎2. Let’s check.‎ ‎(1) Listen and tick.‎ a.学生看图,逐一描述图片。‎ b.播放录音,勾出所听到的图片。‎ d.师生核对答案。‎ ‎(2)Listen again and fill in the blanks.‎ ‎ a.指名读句子,并口头填出所缺的词。‎ ‎ b.播放录音,学生听录音填单词。‎ ‎ c.师生核对答案。‎ 教学资源:录音机、磁带 设计意图:先猜测图意,再有针对性的听录音,提高学生听力的技巧。‎ ‎3. Story time ‎(1)T: Ok, everyone. Let’s listen to a story now. Before the story, I want to ask you a question? Can you swim?‎ S1: Yes, I can.‎ T: How did you learn to swim?‎ ‎…‎ T: Can Zoom swim? What will happen? Let’s listen to the tape.‎ ‎(2)播放录音,整体感知故事。‎ ‎(3)理解故事。‎ a.带着问题,自读课文。‎ How does Zoom learn to swim first?‎ ‎ Where do they go later?‎ ‎ Can Zoom swim at last? Why?‎ b.小组讨论问题。‎ c.师生核对,适时引出Learning by doing.(板书句子,教读句子,理解句子)‎ ‎(4)再次欣赏故事,跟读故事 教学资源:课件 设计意图:先初步欣赏动画了解故事情节,然后阅读故事理解内容,最会再次回归故事。‎ Step 4 Presentation ‎ 小组分角色表演故事。‎ ‎ 教师调整故事文本,学生分角色练习对话,然后分组表演。‎ 设计意图:角色表演,培养学生的合作意识,增强学生的口语表达能力和语言应用能力。‎ Step 5: Summary T: What did you learn about this lesson?‎ 学生自由发言,教师小结。‎ ‎1. 复习了本单元的重点词汇。‎ ‎2. 复习了一般将来时态。‎ ‎3. 学习了句子Learning by doing.‎ 设计意图:整理和归纳知识点,加强记忆。‎ 课堂作业 ‎ 一、根据汉语提示完成句子。‎ ‎ 1. My brother wants to buy a _______ _______.‎ ‎ 2. Let’s send some _______ ______ to our teachers.‎ ‎ 3. I’m going to _______ _______ _______ this afternoon.‎ 二、单项选择。‎ ‎( )1. —_________ is Mike going to the park? ‎ ‎—Tomorrow.‎ ‎ A. Where B. What C. Where ‎ ‎( )2. Zhang and I _________ going to see a film together.‎ A. am B. is C. are ‎( )3. I’m going to learn _________.‎ A. how to swim B. how swimming C. swim ‎ ( )4. I’m going to _________ some beautiful leaves.‎ ‎ A. look at B. look for C. look ‎ 三、问答对对碰。‎ ‎ Ⅰ栏 Ⅱ栏 ‎1. What are you going to do? A. She is going to the bookstore.‎ ‎2. Where is she going? B. Yes, please.‎ ‎3. Can I help you? C. Next Friday.‎ ‎4. When are you going? D. She is going to buy some mooncake.‎ ‎5. What is Ann going to buy? E. I’m going to take a trip.‎ Answers:‎ 一、1. comic book 2. postcards 3. visit my grandparents 二、1.C 2.C 3.A 三、1.E 2.A 3.B 4.C 5.D 板书设计 ‎ B Lets’ wrap it up C Story time ‎ What are you going to do? Learning by doing.‎ ‎ Where am he going 做中学。‎ ‎ When is she ‎ they ‎ we ‎ you ‎ ‎ ‎ 人教版PEP英语六年级上册Unit 4教案教学设计 Unit 4 I have a pen pal 单元整体分析 本单元是人教版英语六年级上册的第四单元,单元的话题是“I have a pen pal.”‎ 本单元通过不同的场景,提供了表达兴趣爱好、日常活动的句型结构。共三个版块:A 部分,B部分和C 部分。A部分包括重点词汇和情景对话,共两个课时。第一课时呈现了张鹏和他的笔友Peter网上聊天,Peter询问张鹏的爱好,引出句型What are your hobbies? I like...第二课时呈现了张鹏和 Oliver打电话谈论张鹏的笔友Peter,从而继续学习谈论他人兴趣爱好的句型。A 部分重点掌握四会词汇和句型What are ... ’s hobbies? He/She likes...B部分包括重点词汇、情景对话和读和写,共三个课时。第一课时John和他弟弟谈论自己笔友的场景呈现重点词汇。第二课时吴一凡和John聊笔友引出谈论他人信息的句型Does he/she...? Yes, he/she does. No, he/she doesn’t.第三课时的阅读是本单元知识的拓展。B部分重点是掌握四会词汇和谈论个人信息的句型。C 部分包括听力测试、一般现在时态单数形式的小结和故事,共一课时。重点是复习和巩固本单元所学词汇和重点句型。‎ 本单元的教学内容和学生相关,在组织语言教学时要注意设计生活化,充分利用教材已经设定的情境开展活动,借助课件、图卡、词卡等多种呈现方式,引导学生运用猜谜、儿歌、游戏、角色表演等多种方法练习与巩固,激发学生学习英语的兴趣,培养学生的语言交际能力。‎ 本单元所需要掌握的词汇中dancing, singing, reading stories, playing football, doing kung fu这些单词和短语的原形在五年级的教材中已经学过,为本单元的教学奠定了基础。‎ 单元教学目标 ‎1. 知识目标 ‎(1)能够听、说、读、写单词:dancing, singing, reading stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking ‎(2)能够听、说、认读单词:pen pal, hobby, jasmine, idea, Canberra, amazing, shall, goal, join, club, share ‎(3)能够听、说、读、写句型:‎ ‎—What are Peter’s hobbies? —He likes reading stories. ‎ ‎—Does he live in Sydney? —No, he doesn’t.‎ ‎—Does he like doing word puzzles and going hiking? ‎ ‎—Yes, he does.‎ ‎(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 stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes 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 hobbies?—He/She likes...‎ ‎—Does he/she...? —Yes, he/she does. No, he/she doesn’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 stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking ‎ (2) 能够听、说、读、写句型:‎ ‎—What are Peter’s hobbies? —He likes reading stories. ‎ ‎—Does he live in Sydney? —No, he doesn’t.‎ ‎—Does he like doing word puzzles and going hiking? ‎ ‎—Yes, he does.‎ ‎(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 hobbies?—He/She likes...‎ ‎—Does he/she...? —Yes, he/she does. No, he/she doesn’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、愉快教学法。‎ 教学时间 本单元共分六课时教学。‎ 第一课时: A Let’s learn Do a survey 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Listen, match and say 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up. C Story time 知识视窗 ‎1.动词现在分词的变化规则 ‎ 变化规则 ‎ 原形 现在分词 直接在动词词尾加-ing ‎ play ‎ do playing doing ‎ 以不发音的e结尾的单词,‎ 去e加-ing dive ride diving riding ‎ 以重读闭音节结尾的并且末尾只有一个辅音字母的动词,双写最后一个辅音字母,加-ing ‎ swim ‎ ‎ get ‎ ‎ stop ‎ ‎ swimming ‎ getting stopping 以-ie结尾的动词,变ie为y, ‎ 再加-ing lie ‎ lying ‎2.动词的第三人称单数构成 构成规则 原形 ‎ 第三人称单数 一般在动词原形末尾加s cook play cooks plays 以s, x, ch, sh, o的结尾的动词 词尾加-es go watch goes watches 以“辅音字母+y”的动词,变y为i,加-es study fly studies flies ‎ ‎ 第一课时 课时内容 ‎ A Let’s learn; Do a survey ‎ 课时分析 本课时是人教版六年级上册第四单元第一课时。围绕“兴趣爱好”这一话题展开,主要通过对话学习词汇singing, dancing, reading stories, playing football, doing kung fu及句型What are your hobbies? I like...的表达。激发学生学习英语的热情,树立学好英语的信心。第一课时是本单元的基础,本课时的重点是四会单词和词组以及谈论他人爱好的句型的掌握。‎ ‎ 本课时包括Let’s learn 和Do a survey两个版块。Let’s learn 通过张鹏和Peter网上聊关于爱好的话题呈现了单词的词形和意义。此情境设计贴近学生的生活,更能激发学生学习的兴趣。Do a survey版块是一个综合性的语用活动。学生可以通过这个活动巩固A 部分Let’s learn所学的词汇和句型。‎ ‎ 本课时虽然是新授课,但是四会单词和词组的原形,动词变现在分词的方法,在五年级的教材中已经学过,所以学生接受新知会比较快。在设计教学过程时,遵循以学生为主体的原则,采用听、说、读、 写、儿歌等多种学习方法调动全体学生的积极参与,让学生在轻松的氛围中掌握知识。‎ 课时目标 ‎ (1)能够听、说、读、写单词和词组:singing, dancing, reading stories, playing football, doing 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 your hobbies? 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 stories, playing football, doing 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 your hobbies? 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, boys and girls.‎ Ss: Hi, Miss/Mr/Mrs...‎ T: How are you today?‎ 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: Look at the picture. What is... doing?‎ ‎ S1: He/She’s doing morning exercise.‎ ‎ ...‎ ‎ (学生边回答,课件边呈现短语doing morning exercise, reading books, listening to music, sleeping)‎ 教学资源:课件 设计意图:问答练习帮助学生回忆和本课相关的知识。‎ 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 books, play football, do kung fu, dance)‎ 教学资源:课件 设计意图:复习学过的短语,为引出要学习的内容做好铺垫。‎ Step 3 Presentation ‎ 1. Teaching “singing, reading stories, playing football, doing 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)Do you like singing?‎ ‎ S1: Yes, I do./No, I don’t.‎ ‎ (2)Teaching “reading stories”‎ T: Do you like reading books?(教师呈现看书的图片)‎ ‎ S1: Yes. I like reading books.(板书reading, 齐读read, reading)‎ ‎ T: I like reading comic books. What about you?‎ ‎ S1: I like reading comic books, too.‎ ‎ S2: I like reading science books.‎ ‎ ...(根据学生的回答,适时引出reading stories,板书stories,拼读story,‎ ‎ stories,齐读句子)‎ ‎ (3)Teaching “playing football, doing kung fu”‎ ‎ T: Who likes playing football?(呈现踢足球的图片,板书playing)‎ ‎ S1: I like playing football.‎ ‎ T: Who likes doing kung fu? (呈现练武术的图片,板书doing。.) ‎ S2: I like doing kung fu. ‎ ‎ (4)Teaching “dancing”‎ ‎ T: Look at the picture. What is she doing?‎ ‎ 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 to the tape and follow 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。‎ ‎ 教学资源:课件、录音机、磁带 设计意图:学习们自己归纳,锻炼学生的思维能力。‎ ‎ 2. Teaching “What are your hobbies? I like...”‎ ‎. (1) T: I like singing and reading books. What are your hobbies?(板书句子,学习单词hobby,教读,齐读,强调hobbies,理解句子,带读句子,齐读句子,指名回答)‎ ‎ (2) Do practice in pairs.‎ ‎ A: What are your hobbies?‎ ‎ B: I like...‎ ‎ (3)指组练习。‎ ‎ 设计意图:通过练习加强了学生对句型的理解。‎ ‎3. Learn the dialogue ‎ (1)Read the dialogue with the question.‎ ‎ What are Zhang Peng’s hobbies?‎ ‎ (2)Listen to the tape and follow the tape.‎ ‎ (3)Read in role.‎ ‎ (4)Make a dialogue in pairs.‎ 教学资源:课件 设计意图:分角色朗读对话、创编对话,加强了听、说的能力和语言表达能力。‎ 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。‎ 教学资源:词卡 设计意图:通过游戏的活动,使学生熟练的掌握词汇。‎ ‎2. Do a survey ‎ 四人一组,完成调查任务。‎ ‎ 句型:What are you hobbies?‎ ‎ I like...‎ 教学资源:调查表 设计意图:巩固和运用所学的词汇和句型。‎ Step 5 Summary ‎ T: What did you learn about this lesson?‎ ‎ 师生共同归纳。‎ ‎ 1.学习了单词和词组:singing, dancing, reading stories, playing football, doing 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 your hobbies?‎ ‎ I like...‎ 设计意图:归纳和整理知识点,便于学生的记忆。‎ 课堂作业 一、写出动词的-ing形式。‎ 故事 ‎ 1. 2. 3. 4.‎ ‎___________ ___________ ___________ ___________‎ 二、单项选择。‎ ‎ ( )1. What are ________ hobbies?‎ ‎ A. you B. your C. he ‎ ( )2. She likes________.‎ A. dance B. dancing C. dancing ‎ ( )3. I like playing ________football. My brother likes playing________ pipa.‎ A. /, the B. the, the C. /,/‎ 三、看表格,补全句子。‎ Lily ‎√‎ Mary ‎ ‎√‎ ‎√‎ ‎√‎ ‎√‎ Bob ‎ ‎ ‎√‎ Bill ‎√‎ ‎ ‎ ‎ ‎ ‎1. _________ and _________ like flying kites. ‎ ‎ 2. Bill _________ _________ _________ music. ‎ ‎ 3. Bob likes_________ _________.‎ ‎ 4. Lily, Bob and Bill _________ _________ playing basketball. ‎ Answers:‎ 一、1.singing 2.playing football 3. reading stories 4. doing kung fu 二、1.B2.B3.A 三、1. Lily, Mary 2.likes listening to 3.playing football ‎ ‎4. doesn’t like ‎ ‎ ‎ 板书设计 ‎ Unit 4 I have a pen pal ‎ A Let’s learn ‎ What are your hobbies?‎ ‎ (hobby)‎ ‎ singing I like reading stories,‎ playing football doing kung fu ‎ ‎ dancing ‎ ‎ ‎ ‎ 第二课时 课时内容 A Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第四单元的第二课时,与第一课时紧密相连,继续围绕“兴趣爱好”的话题展开。主要通过谈话的情景学习单词和词组pen pal, Jasmine Flower, idea以及继续巩固表达兴趣爱好的句型。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。在第一课时中句型What are your hobbies? I like...的学习,为本课时的学习奠定了基础。本课时的重点是句型What are...’s hobbies? He/She likes...的掌握。‎ 本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,呈现的张鹏和Oliver聊天的场景。通过听力的练习获得Let’s talk部分的人物和场景信息,为进入正式的对话学习做好准备。Let’s talk通过呈现是张鹏和Oliver打电话的场景,使学生感知核心句型What are Peter’s hobbies? He likes...的语义及语用情景。本课时谈论他人兴趣爱好的话题,真实,贴近学生的生活,很能激起学生的求知欲,激发学生想要用英语表达的欲望。‎ 本课时出现的词组Jasmine Flower是一首著名的中国民歌,在教学中可以播放歌曲,供学生欣赏。‎ 本课时出现的句型很多,我采用游戏等活动引导学生复习旧知,利用新旧之间的联系引出新知。借助教材设置的情景学习新知,然后运用角色表演、仿编对话、小小调查员等活动巩固新知。‎ 课时目标 ‎1. 能够听、说、认读单词:pen pal, Jasmine Flower, idea ‎2. 能够听、说、读、写句型:‎ ‎ —What are Peter’s hobbies? —He likes reading stories.‎ ‎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 hobbies? 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 Flower, idea ‎(2)能够听、说、读、写句型:‎ ‎ —What are Peter’s hobbies? —He likes reading stories.‎ ‎(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 hobbies? 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 hobbies? 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: Good morning ,boys and girls.‎ Ss: Good morning, teacher.‎ ‎ T: Nice to see you again.‎ Ss: Nice to see you, too.‎ T: Before our class, let’s play a game.‎ ‎2. Review some phrases ‎ (1)我来做,你来说。‎ ‎ 讲桌上摆放一些卡片,如:sing, dance, read stories, play football, do 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 , do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 your hobbies?‎ ‎ S1: I like... What are your hobbies?‎ ‎ S2: I like...‎ ‎ ...‎ 学资源:词卡 设计意图:复习和巩固上节课的知识,为学习新知做好铺垫。‎ Step 2 Lead in ‎ T: In our daily life, we have many friends. How do we make friends? Sometimes we make friends online. For example, we can make friends through emails or letters. We don’t have to meet them in person. We call them pen pals. (板书pen pal,带读,齐读。) ‎ 设计意图:谈话导入自然的引起下文。‎ Step 3 Presentation ‎1. Let’s try ‎(1)T: Zhang Peng is talking with Oliver about his pen pal, Peter. What are his hobbies? Guess. ‎ ‎ Does he like playing football?(引导学生猜测。)‎ ‎ (2) 听录音,引导学生读题并回答,核对答案。‎ 教学资源:录音机、磁带 ‎ 设计意图:听力练习为进入正式的对话做好准备。‎ ‎2. Let’s talk ‎ (1)T: Do you want to know more about Peter? Look at the picture.(呈现A Let’s talk的人物图。)What is he doing?‎ ‎ Ss: He’s reading books.‎ T: Yes, he likes reading. He has many hobbies. What are his hobbies? Let’s have a look at the text.‎ ‎ (2) 带着问题自读课文,并用直线画出答案。‎ ‎ Where does Peter live? What are Peter’s hobbies?‎ ‎ (3)理解课文。‎ ‎ a. T: What are Peter’s hobbies?(板书句子。)‎ ‎ S1: He likes reading stories/doing 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 does he live?‎ ‎ Ss: He lives on the farm.(课件呈现句子,理解句子。)‎ ‎ T: So sometimes he reads to the cows.(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 stories.‎ He lives on the farm. ‎ So sometimes he reads to the cows.‎ ‎ ‎ ‎ c. T: What are Zhang Peng’s hobbies?‎ ‎ Ss: He likes singing.‎ ‎ T: So, he is going to teach him the Chinese song “Jasmine Flower”.(引导学生回答,课件呈现句子。教学Jasmine Flower,理解句子,带读句子,齐读句子。)‎ ‎ d. 播放Jasmine Flower,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 hobbies? 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 hobbies? 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:Who is your best friend?‎ ‎ What’s he/she like?‎ ‎ What are his/her hobbies?‎ ‎ 学生汇报示范:‎ ‎______ has a friend. Her /His name is_______. She/He is _______. She/He likes__________. ‎ 设计意图:培养学生综合运用语言的能力和提高书面表达能力。‎ Step 5 Summary T: What did you learn about 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。 ‎ ‎ 2. 学习了兴趣爱好的句型:What are...’s hobbies? He/She likes...‎ 设计意图:总结的环节帮助学生归纳知识点,理清思路,有助于学生对知识的记忆。‎ 课堂作业 一、按要求写单词。‎ swim 现在分词 hobbies ‎ ‎ 原形 ‎1. 2. ‎ ‎ ‎ like ‎ ‎ 三单形式 to ‎347..‎ ‎ ‎ 同音词 ‎ ‎ ‎3. 4. ‎ 二、单项选择。‎ ‎( )1. What are________ hobbies?‎ A. Peter’s B. Peters C. Peter ‎( )2. I’m going to teach ________an English song.‎ A. he B. him C. his ‎( )3. He ________drawing cartoons.‎ ‎ A. likes B. liking C. like ‎( )4.— ________is your best friend?‎ ‎ —Zhang Peng.‎ A. Where B. What C. Who 三、选择合适的句子补全对话。‎ Lisa: 1.___________________‎ Li Mei: 2.___________________She lives on a farm, so sometimes she dancing to the animals.‎ Lisa: 3. ___________________‎ Li Mei: She likes listening to music and playing ping-pong.‎ Lisa: Really? Me too.‎ Li Mei: 4.____________________‎ Lisa: Oh, you like singing, too.‎ Li Mei: Yes.5. ________________‎ Lisa: Good idea.‎ A. That’s interesting.‎ B. What are Anna’s hobbies?‎ C. She also likes singing.‎ D. I’ll teach her the Chinese song “Jasmine Flower”.‎ E. She likes dancing.‎ Answers:‎ 一、1.hobby 2.swimming 3.likes 4.too 二、1.A 2.B 3.A 4.C 三、1.B 2.E 3.A 4.C 5.D 板书设计 ‎ B Let’s talk ‎ What are Peter’s hobbies? pen pal 笔友 ‎ He likes reading stories/doing kung fu/swimming/singing. Jasmine Flower ‎ ‎ (like+动词-ing) 茉莉花 第三课时 课时内容 ‎ B Let’s learn ;Listen, match and say 课时分析 本课时是人教版六年级上册第四单元第三课时。围绕“笔友的个人信息”这一话题展开,主要通过对话学习单词和词组cooks Chinese food, studies Chinese, does word puzzles, goes hiking及用一般现在时的一般疑问句询问他人信息的句型Does he/she...? Yes, he/she does. No, he/she doesn’t.激发学生学习英语的热情,保持对英语学习的兴趣,树立学好英语的信心。本课时是第四课时的基础。本课时的重点是四会短语的掌握以及能够在情景中适当的句型Does he/she...? Yes, he/she does. No, he/she doesn’t.进行提问并回答。‎ 本课时包括Let’s learn 和Listen, match and say两个版块。Let’s learn呈现了John和他弟弟谈论自己的笔友的场景,体现了单词的词形和意义。话题的设置,贴近学生的实际生活,能引起学生学习的共鸣,更能激发学生学习的兴趣。Listen, match and say版块是听力操练活动,通过听四个人的不同的日常活动进行连线,考查对Let’s learn单词和句型的掌握情况。‎ 本课时的单词和词组cook Chinese food, go, word, do,学生都已经接触过,为本课词汇的教学打下基础。所以在教学时,借助真实的生活情景展开词汇教学,采用猜一猜、小调查、等多种有效的活动形式学习和巩固新知。‎ 课时目标 ‎1.能够听、说、读、写单词和词组:cooks Chinese food, studies Chinese, does word puzzles, goes 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Does he/she...? Yes, he/she does. No, he/she doesn’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:cooks Chinese food, studies Chinese, does word puzzles, goes 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Does he/she...? Yes, he/she does. No, he/she doesn’t.提问和问答。‎ ‎2. 难点 Does he/she...? Yes, he/she does. No, he/she doesn’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: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today? ‎ ‎ Ss: I’m fine, thank you. And you?‎ T: I’m fine, too. ‎ ‎ 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 hobbies?‎ ‎ He/She likes doing kung fu/singing/playing football/dancing...‎ 教学资源:课件 设计意图:利用学生熟知的演员练习对话,既吸引学生的兴趣,又复习了学过的词汇和句型。‎ ‎ Step 2 Lead in ‎ 课件继续呈现教师外国笔友的照片。‎ T: Look, this is my pen pal. What do you wan to know about her/him?‎ S1: Where is he/she from?‎ T: He/She’s from the UK/USA...‎ S2: How old is he/she? ‎ ‎ T: He/She is...‎ ‎ S3: What are his/her hobbies?‎ ‎ T: Can you guess?‎ ‎ S4: Does he/she like...?(引导学生猜测笔友的爱好)‎ T: Yes, he/she does./ No, he/she doesn’t...‎ ‎...‎ T: Do you want to know about him/her? Let’s have a look.‎ 教学资源:课件 设计意图:谈论教师笔友的话题,既能够激起学生的表达欲望,又很自然的引出新知。‎ Step 3 Presentation ‎1. Teaching “cooks Chinese food, studies Chinese, does words puzzles, goes hiking”‎ ‎ (1) T: What does my pen pal often do?(呈现笔友做中国食物、学习中文的照片)‎ Ss: He/She often cooks Chinese food and studies Chinese.(引导学生回答,板书cook(s) Chinese food,studies(study) Chinese,理解词组,带读词组,注意强调cook, 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 cooking Chinese food, studying Chinese and ...(呈现笔友玩字谜、远足的照片。教学) ‎ Ss: Doing word puzzles and going hiking.(引导学生回答,板书do(es) word puzzles, go(es) hiking。理解词组,带读词组,齐读词组)‎ T: My pen pal does word puzzles and goes hiking every week.(注音强调do, go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 boy often cooks noodles.‎ ‎ She usually goes to school on foot.‎ ‎ ...‎ ‎ (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。‎ 教学资源:课件、录音机、磁带 设计意图:通过谈论教师的笔友学习重点词汇,更能激起学生的求知欲。‎ ‎2. Learn “Does he/she ...? Yes, he/she does./ No, he/she doesn’t.”‎ ‎ (1)T: Your Chinese teacher has a pen pal, too. What does he/ she often do? Please guess.‎ ‎ S1: Does he/she do word puzzles?(板书句型Does he/she ...? 理解句型,引导学生用学过的词组猜测)‎ ‎ T: Yes, he does. (板书句型) ‎ S2: Does he/she go 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:Does he/she...? Yes, he/she does./ No, he/she doesn’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。‎ Does he often play football?‎ Does Amy study Chinese every day? ‎ Does your pen pal often cook Chinese food?‎ Does she usually do word puzzles?‎ ‎ ‎ ‎(4)师生总结。‎ 教学资源:课件 设计意图:通过猜测熟悉的老师的日常活动,激发学生的学习兴趣,感知新授句型。‎ ‎3. Learn the dialogue.‎ ‎ (1)T: Our old friend John has a new pen pal. He is a boy. What’s his name? Where does he live? Does he study Chinese? Listen to the tape and answer the questions.‎ ‎ (2)Listen to the tape again and follow the tape.‎ ‎ (3)Read in pairs.‎ 教学资源:录音机、磁带 设计意图:听录音回答问题,培养学生的听力能力。‎ ‎ 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。‎ 设计意图:考查学生对本课词组的掌握情况。‎ ‎2. Do a survey.‎ ‎ 请学生调查同桌朋友或笔友的信息,完成图表。‎ ‎ ①What’s your good friend’s/pen pal’s name? ②Where does he/she live?‎ ‎ ③What’s her/his name? ④What are her/his hobbies?‎ ‎ ⑤What does he/often do?‎ Name: _______________________‎ Lives in: _______________________‎ Age: _______________________‎ Hobbies: _______________________‎ Habit: _______________________‎ 教学资源:图表 设计意图:训练学生的综合运用语言的能力。‎ Step 5 Summary T: What did you learn about this class? 师生总结。‎ ‎1. 学习了四个词组:cooks Chinese food, studies Chinese, does word puzzles, goes hiking ‎ 2. 学习了询问他人日常活动的句型及回答:Does he/she/xxx ...?‎ ‎ Yes, he/she does./No, he/she doesn’t.‎ 设计意图:加深学生知识的理解和记忆。 ‎ 课堂作业 一、写出下列动词的第三人称单数。‎ ‎ 1. cook ________ 2. study ________ 3. go ________ ‎ ‎4. do________ 5. live ________ 6. have________‎ 二、根据汉语意思,补全句子。‎ ‎1. 来见见我的新笔友。‎ ‎ _______ and _______ my new pen pal.‎ ‎2. 迈克住在中国吗?不,没有。‎ ‎ —_______Mike _______in China?‎ ‎ —No, he_______.‎ ‎3. 约翰每天学习中文。‎ ‎ John _______ _______every day.‎ 三、按要求完成句子。‎ ‎ 1. Amy often goes hiking.(变一般疑问句,并作肯定回答。)‎ ‎ —_______ Amy often_______ hiking?‎ ‎ —_______, _______ _______.‎ ‎ 2. I do word puzzles every evening.(用第三人称he改写。)‎ ‎ _______ _______ word puzzles every evening.‎ ‎ 3. I like watching TV and reading stories.(就画线部分提问。)‎ ‎ ____________________?‎ Answers:‎ 一、1.cooks 2.studies 3.goes 4.does 5. lives 6.has 二、1.Come, see2.Does, live, doesn’t3. studies Chinese 三、1.Does, go, Yes, he does 2. He does ‎ ‎3. What are your hobbies?‎ 板书设计 ‎ B Let’s learn ‎ Does he/she cook Chinese food? cook(s) Chinese food ‎ ‎ Yes, he/she does. study(studies) Chinese No, he/she doesn’t. do(es) word puzzles ‎ ‎ go(es) hiking 第四课时 课时内容 ‎ B Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第四单元第四课时。继续围绕“笔友”这一话题展开,主要通过对话学习谈论他人信息的句型Does he ...? Ye, he/she does. No, he/she doesn’t. 引导学生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。本课时是第三课时内容的延续和拓展,第三课时已经初步学习了询问他人信息的句型,为本课时做好了铺垫。本课时的重点是能够恰当运用句型Does he ...? Ye, he/she does. No, he/she doesn’t.谈论他人的信息 本课时包括Let’s try 和Let’s talk两个版块。Let’s try呈现了Miss White和吴一凡聊天的情景,通过听力活动获得Let’s talk版块的人物及场景信息。Let’s talk 版块通过呈现John和吴一凡聊笔友的情景,引出核心句型。话题的设计都是学生们喜欢的,更能激发学生 想要用英语表达的愿望,引起学生的兴趣。‎ ‎ 六年级的学生已经具备了一定的语言感知能力,我准备先创设情境复习一般现在时态的一般疑问句,然后结合教材设置的情景展开对话教学,再鼓励学生模仿表演对话、创编对话,培养学生的语言综合运用能力。‎ 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Does he ...? Ye, he/she does. No, he/she doesn’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Does he ...? Ye, he/she does. No, he/she doesn’t.谈论他人的信息 ‎2.难点 句型Does he ...? Ye, he/she does. No, he/she doesn’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: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: Are you ready for English class?‎ ‎ Ss: Yes.‎ ‎ T: Ok. Let’s begin our class. Before our class, let’s review some phrases.‎ ‎2. Review some phrases ‎ (1)课件呈现cook Chinese food, study Chinese, does word puzzles, goes hiking的图片,学生说短语。‎ ‎ (2)齐读短语 ‎ 设计意图:复习学过的短语,同时为本课的学习做好铺垫。‎ ‎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 good friend in our class. He’s/She’s a boy/girl. 其他学生用Does he/she like...? Does he/she (often)...? 向这名学生提出问题,然后根据这名学生的回答:Yes, he /she does./No, he/she doesn’t. 猜出好朋友的名字。‎ 设计意图:游戏的设计,激起了学生想要表达的欲望,复习和巩固了上一节课所学的重点句型,并为本课的学习做好铺垫。‎ 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. Look at the address. It’s a pen pal website. It’s a website for making new friends. ‎ ‎ Miss White and Wu Yifan are talking about the pen pal website. What are they talking about?‎ ‎(学生朗读题目,猜测答案)‎ S1: They are talking about a pen pal.‎ ‎...‎ T: How old is the student from Australia?‎ S1: He is 11 years old.‎ S2: ...‎ T: Listen to the tape and answer the questions.‎ 教学资源:课件 设计意图:引导学生猜测问题,引起学生们的求知欲,然后再听录音,能够集中学生听的注意力,更好的完成任务。‎ Step 3 Presentation ‎1.T: Look at the picture.(呈现A Let’s talk的插图)What is Wu Yifan doing?‎ ‎ Ss: He’s writing an e-mail to his pen pal.‎ ‎ T: Who are John and Wu Yifan talking about? ‎ ‎ Ss: Wu Yifan’s pen pal.‎ ‎ T: What do you know about Wu Yifan’s pen pal?‎ ‎ S1: He’s from Australia.‎ ‎ S2: He’s 11 years old.‎ ‎ S3: He’s a student.‎ ‎. T: Do you want to know more about his pen pal?‎ S1: What’s his name?‎ S2: Does he cook Chinese food/...?‎ ‎...‎ T: Let’s read the dialogue with the questions.‎ ‎ 设计意图:猜测吴一凡笔友的信息,发散学生的思维。‎ ‎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。‎ ‎ Does he live in Sydney?(教师介绍悉尼)‎ ‎ Where does he live?(教师介绍澳大利亚的首都堪培拉)‎ ‎ Does he like doing word puzzles?‎ ‎ Does he like going hiking?‎ ‎ What are the two John 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。‎ 教学资源:课件、录音机、磁带、‎ 设计意图:先整体感知课文,然后提炼问题理解课文,模仿课文、创编课文,使学生达到理解语言、运用语言的目的。‎ 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:Does she likes reading books?‎ ‎ Do he often go hiking?‎ ‎ Does your grandpa live in the city?‎ ‎ Does you do word puzzles every day?‎ 教学资源:检查学生对一般现在时态一般疑问句的掌握情况。‎ ‎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:‎ Does your father/mother work in a...? Does your father/mother go to work...?‎ Does your father/mother often...? Does your father/mother like...?‎ hospital ‎ School by car by bike go ‎ hiking watch ‎ TV sing play ‎ football father mother 教学资源:调查表 设计意图:培养学生在真实的情境中运用语言的能力。‎ Step 5 Summary T: What did you learn about this lesson?‎ 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:Does +he/she+动词原形+其他?‎ ‎ Yes, he/she does./No, he/she doesn’t.‎ 设计意图:归纳和整理本节课学习的重点知识,有助于学生对知识的记忆。‎ 课堂作业 一、单项选择。‎ ‎( )1. Does Mike________ in Sydney?‎ ‎ A. lives B. live C. living ‎( )2. I’m writing ________email ________my friend.‎ A. an, to B. a, to C. an, in ‎( )3. Wu Yifan likes ________hiking.‎ A. going B. goes C. go ‎( )4.—Can I also ________his pen pal?‎ ‎ —Sure.‎ A. be B. is C. am 二、连词成句。‎ ‎1. you, what, doing, are(?)‎ ‎___________________________________________‎ ‎2. does, he, doing, puzzles, word, like(?)‎ ‎___________________________________________‎ ‎3. is, his, name, John(.)‎ ‎___________________________________________‎ 三、阅读短文,判断句子正“T”误“F”。‎ ‎ Lily: I have a new pen pal.‎ ‎ Ann: Really? Boy or girl?‎ Lily: A girl.‎ Ann: Where does she live?‎ Lily: She lives in Canberra. Her name is Alice.‎ Ann: What are her hobbies?‎ Lily: She likes singing and drawing pictures.‎ Ann: I like those, too. Can I also be her pen pal?‎ Lily: Sure. Why not?‎ Ann: Cool!‎ ‎( )1. Lily has a new pen pal.‎ ‎( )2. Lily lives in Australia.‎ Answers:‎ 一、1.B2.A3.A4.A 二、1.What are you doing?‎ ‎2. Does he like doing word puzzles?‎ ‎3. His name is John. ‎ 三、1.T2.T3.T4.T5.F ‎( )3. Ann likes singing and drawing pictures.‎ ‎( )4. Lily likes singing.‎ ‎( )5.Ann’s pen pal is Alice.‎ 板书设计 ‎ ‎ B Let’s talk ‎ ‎ ‎ John Canberra, Australia ‎11 years old do word puzzles go hiking Does he/she ...?‎ Yes, he/she does./No, he/she doesn’t.‎ ‎ ‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第四单元第五课时。围绕“俱乐部广告”的话题展开,主要通过阅读文本学习词汇shall, goal, join, club, share及完成有意义的书写活动和语音意识的培养。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好英语的信心。前几课时词汇、句型的学习为本课时的学习奠定了基础,本课时是第四单元知识的拓展和延伸。本课时的重点是能够根据阅读所获取的信息完成一系列的活动和能够读出文段中典型例句的单词重音。‎ 本课时Read and write版块,分为读、写、语音三个部分。第一部分要求学生填出自己和同桌的爱好,激活相关的背景知识。第二部分是有意义的书写活动,一个是回答问题,仿写句子。一个是仿写广告。第三部分为语音意识培养,能够读出文段中典型例句的单词重音。四个文段形式简单,内容活泼,符合学生的心理,能够有效的激起学生阅读的欲望。‎ ‎ ‎ 本课时词汇,对于学生的理解有一定的难度。教师要借助于语境、图片帮助学生理解。采用务型教学法、合作探究法、愉快教学法等多种教学方法的综合运用,提高学生的阅读能力,培养良好的阅读习惯和技巧。‎ 课时目标 ‎ (1)能够听、说、认读单词:shall, goal, join, 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: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too. What’s the weather like today?‎ Ss: It’s... ‎ 设计意图:通过师生间的谈话,使学生们尽快地投入到课堂中。‎ ‎2. Let’s sing 播放歌曲My new pen pal,学生跟唱。‎ 教学资源:录音机、磁带 设计意图:活跃课堂气氛,引起学生的学习兴趣。‎ Step 2 Lead in Lets’ chant 课件呈现Let’s chant,学生拍手吟诵。‎ Tell me about your pen pal. What’s his hobby?‎ He likes reading, and that’s my hobby, too.‎ Oh, oh. Does he do like doing word puzzles?‎ Yes, he does word puzzles every day. ‎ 教学资源:课件 设计意图:朗朗上口的儿歌,既调动了全体学生的积极性,又自然的引出下文。‎ Step3 Presentation ‎1. Finish this table with your partner.‎ ‎ T: What’s your hobby? What’s your partner’s hobby?(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: Look at the pictures. In our school, we have many clubs.(板书单词club,带读,齐读。) Which one do you like?(课件呈现一些兴趣小组的照片。)‎ ‎ S1: I like football club. Because I like playing football.‎ ‎ S2: I like art club. Because I like drawing pictures.‎ ‎ ...‎ 教学资源:课件 设计意图:呈现活动小组的照片,说一说自己喜欢的兴趣小组及原因。鼓励学生积极发言,同时为正文的学习做好铺垫。‎ ‎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 hobbies?‎ ‎ Amy likes _____________.‎ ‎ John likes _____________.‎ ‎ Mike ____________.‎ ‎ Robin ____________.‎ ‎ b. 指名说答案。‎ c. 画出不懂的词汇shall, goal, 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 for a cooking 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 for pronunciation ‎ (1)Listen to the tape and follow 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。‎ 设计意图:通过打节拍的游戏,感知句子中的轻重音。‎ 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 looking for a pen pal. My name is _______. I live in ________. I am ________ years old.‎ I am __________. I like _______________. I often __________ on the weekend. What are your hobbies? Do you want to be my pen pal? Write to me, please.‎ Yours,‎ ‎_____‎ 设计意图:帮助学生积累大量的词汇,提高书面表达的能力。‎ Step 5 Summary T: What did you learn about 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, goal, 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。‎ 设计意图:共同整理和归纳,强调了重点。‎ 课堂作业 一、英汉互译。‎ ‎ 1. football club __________ 2. 猜字谜__________ 3. share__________ ‎ ‎4. join __________ 5. make salad__________‎ 二、单项选择。‎ ‎( )1. Do you want ________ about robots?‎ A. to learn B. learn C. learning ‎( )2. What ________ your hobby?‎ A. are B. is C. do ‎( )3. Who ________ the dishes in the evening?‎ A. do B. does C. doing ‎( )4. Tim likes ________ kung fu.‎ A. doing B. does C. do 三、用单词的适当形式填空。‎ ‎ 1. Li Ming ________ rice and noodles for his mother every weekend.(cook)‎ ‎ 2. There ________a dance class on Sunday at 1 p.m.(be)‎ ‎3. I like________ stories.(read)‎ ‎4. Look, the girl ________ (dance)in the music room. She often ________in it ‎ ‎5. He ________ students to make robots.(teach)‎ Answers:‎ 一、1.足球俱乐部2. do word puzzle 3. 分享 ‎ 4. 加入 2.制作沙拉 二、1.A2.B3.B4.A 三、1.cooks 2. is 3. reading 4. is dancing, dances 5. teaches 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。‎ ‎ goal射门 ‎ shall 表示征求意见 ‎ join加入 ‎ share分享 ‎ ‎ ‎ ‎ 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第四单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和核心句型”展开。Let’s check.考查本单元的重点词汇和核心句型。Let’s wrap it up是学习一般现在时第三人称单数形式的小结。Story time复习巩固句型He likes...,培养学生的语言表达能力,激发学生阅读的兴趣。本课时是对前几课时重点知识的复习。本课时的重点是核心词汇和句型的听、说、读、写和运用。‎ 本课时包括Let’s check 、Let’s wrap it up 和story time三个版块。Let’s check是听力训练,培养学生良好的听力习惯,持续提高学生的听力水平。Let’s wrap it up板快图文并茂的呈现了一段话,引导学生通过找关键词进行词尾转换的方式,小结一般现在时第三人称单数形式。Story time呈现了Zac的尾巴变得蓬松的故事。故事趣味性强,很能激起学生阅读的兴趣。通过故事的学习,复习巩固句型He likes...。‎ ‎ 本课时是复习课,话题比较多。不同的版块采取不同的教学方法。Let’s wrap it up. 鼓励学生自己总结,培养学生的思维能力。Story time.充分利用已有的教材创设语境,采取小组合作的方式,在教师的主导下,引导学生了解故事、学习故事。‎ 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: Good morning, everybody.‎ Ss: Morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks.‎ T: What’s the weather like today?‎ Ss: It’s sunny/windy…‎ T; Yeah, it’s a sunny/...day. What do you do on weekends?‎ S1: I often ...‎ S2: I usually ...‎ T: What are your hobbies?‎ S3: I like...‎ S4: I like...‎ ‎...‎ T: Do you like English?‎ Ss: Yes.‎ T: Ok. Let’s begin our class.‎ 设计意图:通过与学生之间互相问好,询问天气、周末活动等话题,拉近与学生之间的距离。‎ 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。‎ 教学资源:词卡 设计意图:游戏的导入,活跃了课堂气氛,巩固了已学的知识,并为引出下文做好铺垫。‎ Step 3 Presentation ‎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。‎ 教学资源:录音机、磁带 设计意图:先观察图片,做到心中有数,然后再有针对性的听录音,提高学生听力的技巧。‎ ‎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。‎ 设计意图:通过引导学生们自己观察、总结,启发学生的思维,培养学生自主学生的意识。‎ ‎3. Story time ‎(1)T: Now let’s listen to a story. Before the story, I want to ask you some questions. Look 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 long tail.‎ ‎ T: Yes, it has a bushy tail, too. Do you know 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 hobbies? ‎ What are the monkey’s hobbies?‎ Why was the monkey so angry?‎ What did the monkey do?‎ ‎ 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。‎ 教学资源:课件 设计意图:提炼关键问题,小组讨论,帮助学生更好的理解故事。‎ Step 4 Presentation ‎ 调整故事的文本,学生分角色练习,然后分组表演故事。‎ 教学资源:自制动物头饰 设计意图:表演的故事,复习巩固了本单元所学的语言,又增加语言的输入,同时培养学生的合作意识。‎ Step 5: Summary T: What did you learn about this lesson?‎ 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。‎ 设计意图:学生自己尝试总结,培养学生的归纳能力。‎ 课堂作业 一、按要求写单词。‎ sing 现在分词 like ‎ ‎ 同义词 ‎1. 2. ‎ ‎ ‎ 形容词性物主代词性物主代词 sleep ‎ ‎ 三单形式 ‎ ‎ he ‎347..‎ ‎ ‎ ‎3. 4.‎ 二、改错。‎ ‎ ( )1. Every afternoon Jane study Chinese with her sister. ________‎ ‎ A B C ‎( )2. I likes playing the piano. ________‎ ‎ A B C ‎( )3. Zac lives on the forest. ________‎ ‎ A B C 三、看图补全句子。‎ ‎1. Wang Lin likes __________ __________.‎ ‎2. —_______Betty_____ _____ _____on foot? ‎ ‎ —Yes, he does ‎3. My brother __________ __________ __________‎ every day. ‎ 四、小练笔。‎ 介绍你的一位朋友,从职业、爱好、上学方式、经常做的活动等方面写一写,不少于30个单词。‎ ‎____________________________________________________________________‎ ‎____________________________________________________________________‎ ‎____________________________________________________________________‎ Answers:‎ 一、1. love 2. singing 3.sleeps 4.his 二、1. B, studies 2. A, like 3. B,in 三、1. doing kung fu 2. Does, go to school ‎ 3. does word puzzles 四、 My friend ‎ I have a good friend. His name is Tom. He lives in London. He is a student. He often goes to school by bus. He likes playing basketball and climbing mountains. He usually climbs mountains with his friends on the weekend.‎ 板书设计 ‎ B Let’s wrap it up C Story time ‎ has have ‎ ‎ loves love ‎ ‎ sleeps sleep ‎ ‎ does do ‎ teaches teach ‎ ‎ studies study 人教版PEP英语六年级上册Unit 5教案教学设计 Unit 5 What does he do?‎ 单元整体分析 本单元是人教版英语六年级上册的第五单元,单元的话题是“What does he do”‎ 本单元通过不同的场景,提供了表达比较人物的职业和生活情况的句型。共三个版块:A 部分,B部分和C 部分。A部分包括重点词汇和情景对话,共两个课时。第一课时通过呈现张鹏和Oliver在职业体验日谈论自己父母工作的场景,引出四会单词和词组factory worker, postman, businessman, police officer及询问职业的句型What does ... do? He/She’s...第二课时通过Sarah和Oliver在家长日谈论自己父母的情景,巩固和运用第三人称单数的特殊疑问句。A部分重点掌握词汇和询问职业的句型。B 部分包括重点词汇、情景对话和读和写,共三个课时。第一课时通过Oliver和吴一凡谈论自己家人工作情况,引出四会单词fisherman, scientist, pilot, coach和询问工作地点的句型Where does/he she work? He/She works...第二课时依旧通过Mike和小雨在回家路上聊自己家人工作和生活的场景,进一步掌握询问他人工作地点和交通工具的句型。第三课时通过阅读文段和语音知识,拓展本单元所学句型及了解逗号的作用。B部分重点掌握四会单词和核心句型Where does/he she work? He/She works...How does...go to work? He/She goes to work..最后把B部分的听力测试、本单元句型归纳和C部分的故事,整理成一课时,重点是复习和巩固本单元所学重点词汇和句型。‎ 在课堂教学中,首先要整体把握本单元教学内容,教学重点和教学难点,了解学生学情。然后围绕本单元主题展开教学设计。借助自制PPT课件、网络资源、词卡、图片等多种方式呈现,引导学生运用游戏、创编对话等方法在合作学习中和任务型学习中表达所学语言。激发学生学习英语的浓厚兴趣。‎ 第四单元已经介绍过一般现在时第三人称单数的肯定句和一般疑问句,为本单元学习其特殊疑问句做好了铺垫。‎ 单元教学目标 ‎1.知识目标:‎ ‎(1) 能够听、说、读、写单词和词组:factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach ‎ (2)能够听、说、认读country, head teacher, sea, university, gym, if, reporter, use, type, quickly, secretary ‎(3)能够听、说、读、写句型:‎ ‎—What does he do? —He is a businessman. ‎ ‎—Where does he work? —He works at sea.‎ ‎—How does he go to work?—He goes to work by bike.‎ ‎(4)知道逗号在英语中停顿的作用。‎ ‎2.能力目标:‎ ‎(1) 能够正确使用factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach谈论和描述人物的职业和生活情况。‎ ‎(2) 能够在情境中恰当运用以下句型谈论人物的职业和生活情况:‎ ‎ —What does he/she do?—He/She is ...‎ ‎—Where does he/she work? —He/She works ...‎ ‎—How does he/she go to work?—He/She goes to work...‎ ‎(3)能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇,能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业,同时能仿照范例完成信息表。‎ ‎3.情感目标:‎ ‎(1)学会热爱生活,尊重他人劳动。‎ ‎(2)能从不同角度认识职业,明白能从事某些职业应具备的条件,构思自己的职业梦想。‎ 教学重难点 ‎1.教学重点(Important points)‎ ‎ (1)能够听、说、读、写单词和词组:factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach ‎ (2)能够在情境中恰当运用以下句型谈论人物的职业和生活情况:‎ ‎ —What does he/she do?—He/She is ...‎ ‎—Where does he/she work? —He/She works ...‎ ‎—How does he/she go to work?—He/She goes to work...‎ ‎(3)知道逗号在英语中停顿的作用。‎ ‎(4)能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇,能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业,同时能仿照范例完成信息表。‎ ‎2.教学难点(Difficult points)‎ 学生在任务活动中熟练运用核心句型进行交流。‎ 教学方法 任务型教学法、合作探究法、情景交际法、愉快教学法 教学时间(Teaching time)‎ 本单元共六课时:‎ 第一课时: A Let’s learn Listen, match and say 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Write and discuss 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up. C Story time 知识视窗 ‎1.紧急设备与救援衣服 ‎ 英国救援飞机是橘色白色相间,多写有rescue的字样。橘色作为亮色系经常出现在各国紧急救援的衣服和设备上,如:救生衣、救生艇、消防员的衣服、工程抢险车等。‎ ‎2.职业名称大汇总 侦探detective 记者reporter 编辑editor 作家author/writer ‎ 工匠artisan 牙医dentist 船员sailor 消防员fireman ‎ 女演员actress 男演员actor 清洁工cleaner 销售员salesperson ‎ 总裁CEO 经理manager 工程师engineer 律师lawyer 农民farmer 男服务员waiter 女服务员waitress 钢琴家pianist 会计accountant 画家artist 公务员civil servant 导游 guide ‎3.询问职业有方法 ‎ (1)What do/does +主语+do?‎ 如:—What do you do?你是做什么的?‎ ‎ —I’m a student. 我是一名学生。‎ ‎ —What does your aunt do?你的姑姑是做什么的?‎ ‎ —She is a teacher.她是一名老师。 ‎ ‎ (2)What is xxx’s job?‎ 如:—What is your father’s job?你的爸爸是干什么的?‎ ‎ —He’s a driver.他是一名司机。‎ ‎ (3)What +be +主语?‎ 如:—What is your mother?你的妈妈是干什么的?‎ ‎—She is a worker. 她是一名工人。‎ ‎4.巧记职业名称构成规律 ‎(1)有些单词在词尾加-er ‎ teach(教) teacher(教师) work(唱歌) worker(歌手)‎ ‎ (2) 有些单词以e结尾的,在词尾直接+r ‎ drive(驾驶) driver(司机) dance(跳舞) dancer(舞蹈家) ‎ ‎(3) 有些单词在词尾加-or ‎ act(表演) actor(男演员) sail(航行) sailor(船员) ‎ ‎(4) 有些单词在词尾加-ress ‎ ‎ act(表演) actress(女演员) wait(等待) waitress(女服务员)‎ ‎(5) 有些单词在词尾加-ist art(美术) artist(画家)‎ ‎(6)有些单词在词尾加man或woman ‎ police(警局) policeman(男警察) policewoman(女警察) ‎ ‎ ‎ 第一课时 课时内容 ‎ A Let’s learn; Listen, match and say 课时分析 本课时是人教版六年级下册第五单元第一课时。围绕“父母的职业”这一话题展开,主要通过对话学习词汇factory worker, postman, businessman, police officer及询问职业的句型What does ... do? He/She’s ...的表达。引导学生尊重他人的劳动,培养学生学习英语的热情,树立学好英语的信心。第一课时是本单元的首课时,为其它课时的学习做好铺垫。本课时的重点是四会单词的掌握以及能够运用四会单词谈论职业。‎ ‎ 本课时包括Let’s learn 和Listen, match and say两个版块。Let’s learn呈现了张鹏和Oliver在职业体验日谈论自己父母工作的场景,体现了单词及词组的词形和意义。此话题贴近学生的实际生活,更能激发学生学习的兴趣。Listen, match and say版块是一个半机械性的操练活动。学生可以通过这个活动巩固运用A 部分学的词汇和句型。‎ ‎ 有关职业的词汇和询问职业的句型What’s ...’s job? He’s/She’s...在四年级的教材中已经初步涉及过,可以以此为契机呈现本课重点词汇和句型,并采用游戏、猜谜等方法巩固和运用所学知识。‎ 课时目标 ‎ (1)能够听、说、读、写单词和词组:factory worker, postman, businessman, police officer。‎ ‎(2)能够听、说、读、写句型:‎ ‎—What does he do? —He is a businessman.‎ ‎(3)能够运用句型What does ... do? He/She’s...谈论职业。‎ ‎(4)能够尊重他人的劳动。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、读、写单词和词组:factory worker, postman, businessman, police officer。‎ ‎(2)能够听、说、读、写句型:‎ ‎—What does he do? —He is a businessman.‎ ‎(3)能够运用句型What does ... do? He/She’s...谈论职业。‎ ‎2.难点 ‎(1)正确的使用四会单词及词组谈论职业。‎ ‎(2)核心句型的灵活运用。‎ 教学准备 ‎ 多媒体课件、卡片、录音机、磁带 教学过程 Step 1 Warm up ‎ 1. Greeting T: Good morning, everyone. ‎ Ss: Good morning, teacher.‎ T: How are you today? ‎ Ss: I’m fine, thank you. And you?‎ T: I’m fine, too. ‎ ‎2. Let’s chant.‎ T: Now let’s chant together. ‎ ‎(课件展示自制儿歌,学生拍手吟诵)‎ What’s your father’s job? What’s your father’s job?‎ He’s a doctor. He’s a great doctor.‎ What’s your mother’s job? What’s your mother’s job?‎ She’s a teacher. She’s a super teacher.‎ 教学资源:自制课件。‎ 设计意图:儿歌活跃了课堂气氛,激发了学生学习的热情。同时帮助学生回忆已学的关于职业的句型,为本课的学习做好准备。‎ Step 2 Lead in ‎ “指手画脚”‎ 教师把doctor, teacher, farmer, driver, nurse, football player等单词的卡片朝下放在桌子上,请一名学生到讲台前任意抽取一张卡片,用动作表演卡片上的职业,其他学生猜职业名称。第一个猜出的学生抽取下一张卡片继续游戏。‎ 教学资源:课件 设计意图:通过复习已学的表示职业的单词,自然的引出新知。‎ Step 3 Presentation ‎1. Teaching “factory worker, postman, businessman, police officer”.‎ ‎ (1)T: We have other jobs around us. Look at the pictures. What are their jobs?(呈现教材图片)Look at picture 1. What does she do? ‎ ‎ Ss: She’s a factory worker.(引导学生回答,板书句子,教学词组factory worker,教读词组,齐读词组)‎ ‎ T: Look at picture 2. What does he do?‎ ‎ Ss: He’s a postman.(板书句子,教学单词postman,指名读单词,分组读单词,齐读单词)‎ ‎ T: Look at picture 3. What does he do?‎ ‎ Ss: He’s a businessman.(板书单词businessman,教读单词,注意拆分音节,指名读单词,齐读单词)‎ ‎ T: Look at picture 4. What does the woman do?(呈现单词police officer,学生将-er的发音规则和post office结合起来,自己尝试拼读。指名读,带读)‎ ‎ Ss: She’s a post officer.‎ ‎ (2)听录音跟读单词及词组。‎ ‎ (3)升降调朗读单词及词组。‎ 教学资源:课件、录音机、磁带 设计意图:借助于图片呈现词汇,形象直观。利用学生的迁移能力学习词汇,培养学生对单词的认读能力。‎ ‎2. Learn the sentences “What does he/she do? He’s/She’s...”‎ ‎ (1) T: Is your mother a factory worker?‎ S1: No, she isn’t.‎ T: What does she do?(板书句子,教学句子)‎ S1: She’s a...‎ T: Is your father a businessman?‎ S2: No, he isn’t.‎ T: What does he do?(板书句子,理解句子)‎ S2: He’s a...‎ ‎ (2) Do practice with “What does he/she do? He’s/She’s a...”.‎ 课件呈现postman, businessman, police officer, factory worker, doctor等图片,指组练习、师生练习、男女生练习。‎ ‎ (3) T: It’s Career Day. Zhang Peng and Oliver are talking about their father in front of the display board. What does Oliver’s father do? Guess.‎ S1: Is she a...?‎ ‎...‎ ‎(4)Listen to the tape and answer the question.‎ ‎ (5) Read the dialogue in pairs.‎ ‎ (6) Make the dialogue in pairs.‎ 教学资源:录音机、磁带 设计意图:仿编对话培养学生运用语言的能力。‎ ‎ Step 4 Practice ‎ ‎ 1. 单词操练活动 ‎(1)我是谁?‎ 教师在一名学生的后背贴上某职业名称并让他来到讲台,面向黑板。全班学生问What do you do?该学生用Am I a...?猜测,只允许有三次机会,猜不出就问:What do I do?全班学生一起回答。‎ ‎ (2)炸弹游戏 教师在黑板上其中一个单词下方画上炸弹,学生读单词和词组,遇到炸弹的地方就抱头,否则炸弹会爆炸。 ‎ ‎ 教学资源:词卡 ‎ 设计意图:活跃课堂气氛,在玩中巩固单词的认读活动。‎ ‎2. Listen, match and say.‎ ‎ (1)T: Chen Jie and John are talking about the jobs of their parents. What do they do?引导学猜测读题目预测。‎ ‎ (2)听录音连线。‎ ‎ (3)两人一组就四人父母的职业问答练习。‎ 教学资源:录音机、磁带 设计意图:巩固和操练所学的核心词汇和和句型。‎ Step 5 Summary ‎ T: What did you learn about this class?(指名说)‎ ‎1.学习了factory worker, postman, businessman, police officer”.‎ ‎ 2.学习了询问他人工作的句型及回答:—What does he/she do? ‎ ‎—He’s/She’s...‎ 设计意图:学生归纳知识点,有利用学生对知识的记忆。‎ 课堂作业 一、看图写单词。‎ ‎1. 2. 3. 4.‎ ‎ _________ _________ _________ _________ ‎ 二、单项选择。‎ ‎( )1. My father is a_________.‎ A. postman B. nurse C. businesswoman ‎( )2. —Is Mr Wang a factory worker? —_________‎ A. Yes, she is. B. No, he is. C. Yes, he is.‎ ‎( )3. —What _____he do?‎ ‎ —He’s a businessman.‎ A. do B. does C. is 三、给下列句子排序。‎ ‎( ) What does she do?‎ ‎( ) No, she isn’t.‎ ‎( ) Is she a police officer?‎ ‎( ) She’s a doctor.‎ ‎( ) She’s my aunt.‎ ‎( ) Who’s she?‎ Answers:‎ 一、1.worker 2.postman 3.businessman 4.police officer 二、1.A 2.C 3.C 三、5,4,3,6,2,1‎ 板书设计 ‎ Unit 5 What does he do?‎ A Let’s learn ‎ What does she/he do?‎ ‎ (做,干)‎ ‎ She’s a factory worker/post officer.‎ ‎ He’s a postman/businessman ‎ ‎ ‎ ‎ ‎ 第二课时 课时内容 A Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第五单元的第二课时,与第一课时紧密相连,继续围绕“父母的职业”这个话题展开。本节课主要是通过谈话的情景巩固询问他人职业的句型What does he/she do? He’s/She’s... 鼓励学生大胆发言,激发学生用英语表达的热情。第一课时询问职业句型的学习为本课时的学习奠定了基础。本课时的重点是核心句型的灵活运用。‎ 本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,用来引出Let’s talk版块的相关信息。Let’s talk通过呈现Oliver和Sarah在家长日谈论自己父母的情景,引出核心句型What does he/she do? He’s/She’s...话题的设置贴近学生的生活,激发了学生求知的欲望,鼓励了学生想要用英语表达的热情。‎ 本课时出现的词汇country, head teacher,借助于一定的语境,图片等方法帮助学生学习和理解。对话教学可以先通过游戏、问答帮助学生回忆和巩固旧知,然后利用多媒体、教材设置的情境学习对话。再鼓励学生表演对话、创编对话,引导学生更好的运用和巩固语言。‎ 课时目标 ‎1. 能够听、说、认读单词:country, head teacher ‎ ‎2. 能够听、说、读、写句型—What does he do? —He is a businessman. ‎ ‎3. 能够掌握询问他人职业的句型:What does he/she do? He’s/She’s...‎ ‎4. 能够理解对话大意。‎ ‎5. 能够用正确的意群及语音、语调朗读对话。‎ ‎6. 鼓励学生大胆发言,激发学生用英语表达的热情。‎ 课时重难点 ‎1.重点 ‎(1)能够掌握询问他人职业的句型:What does he/she do? He’s/She’s...‎ ‎(2)能够听、说、读、写句型—What does he do? —He is a businessman.‎ ‎(3)能够理解对话大意。‎ ‎2.难点 能够在情景中运用第三人称单数的特殊疑问句。‎ 教学准备 ‎ 多媒体课件、词卡、录音机和磁带、表格 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: Nice to see you again.‎ Ss: Nice to see you, too.‎ ‎2. Play a game ‎(1)我来比划你来猜 教师依次做出factory worker, post officer, postman, businessman的动作,学生猜单词。‎ ‎(2)教师呈现词卡factory worker, post officer, postman, businessman,学生认读单词及词组。‎ ‎3. Ask and answer ‎(课件呈现几组图片,师生、生生做对话练习)‎ T: What does he/she do?‎ ‎ S1: He’s/She’s...‎ ‎ S2: What does he/she do?‎ ‎ S3:...‎ ‎ ...‎ 设计意图:通过小游戏、词卡复习学过的单词,然后又通过问答操练复习学过的句型。既巩固了旧知,又为学习新知做好铺垫。‎ Step 2 Lead in ‎ ‎1. T: What does your father/mother do?‎ ‎ S1: He’s/She’s a...‎ ‎ ... ‎ ‎2. Let’s try ‎(1)T: What does Sarah’s father do? Who will come on Parent’s’ Day? Listen to the tape.‎ ‎ (2)播放录音,指名回答问题。‎ ‎ (3)师生核对。‎ 教学资源:录音机、磁带 设计意图:引出正文的相关信息,为进入正式的对话做好准备。‎ Step 3 Presentation ‎1. T: On Parents’ Day, both Sarah’s and Oliver’s fathers can’t come. What does Oliver’s father/mother do? 引导学生猜测问题的答案。‎ ‎ 设计意图:提出问题,让学生猜测,激发学生的求知欲。‎ ‎2.带着问题观看文本,整体感知对话。‎ ‎ What does Oliver’s father/mother do?‎ ‎3.细读文本,学习对话。‎ ‎(1)Read the text again and discuss in a group.‎ ‎ Questions: ①Where is Oliver’s father today? ‎ ‎②What does his father do?‎ ‎ ③What does his mother do?‎ ‎ (2) Report the answers.‎ ‎ T: Where is Oliver’s father today? ‎ ‎ S1: He’s in Australia.‎ ‎ T: What does his father do?(课件展示句子)‎ ‎ Ss: He’s a businessman.‎ ‎ T: Yes. He often goes to other countries. (课件呈现句子,板书country,结合教材插图,学生猜测词义,理解句子,带读句子,齐读句子)‎ ‎ T: What does his mother do?‎ ‎ Ss: She’s a head teacher.(板书head teacher,学生猜测词义,齐读句子。)‎ ‎ (3)T: Does Oliver want to be a head teacher?‎ ‎ Ss: No.‎ T: What does he want to be?‎ ‎ Ss: He wants to be a businessman.(课件呈现句子,理解句子)‎ ‎ T: What do you want to be one day?(板书句型I want to be... one day,引导学生用此句型练习说话)‎ ‎ S1: I want to be ... one day ‎ ...‎ 设计意图:小组讨论问题,然后教师根据学生的回答,顺势引出要解决的难以理解的句子和单词,过渡很自然。‎ ‎4. 听录音跟读文本。‎ 教学资源:录音机、磁带 ‎ 设计意图:培养学生的语感、语调。‎ ‎5. 分角色练习对话,表演对话。‎ 设计意图:让学生在角色扮演的活动中,体会学习的快乐。‎ Step 4 Practice ‎1. Make a dialogue in pairs.‎ ‎ 两人一组仿编对话。‎ 设计意图:创设情境,帮助学生巩固和运用语言。‎ ‎2. Do a survey.‎ ‎ 在班里走动调查同学的父母或兄弟姐妹的职业,填在表格内。(教师可提供更多职业单词和词组帮助学生开展活动)‎ Name ‎ mother ‎ father ‎ ‎ brother sister 参考句型:—What does your... do?‎ ‎ —He’s/She’s...‎ 教学资源:表格 设计意图:真实的调查活动,既调动了全体学生的参与,又使学生们之间轻松愉快的交流所学语言。‎ Step 5 Summary T: What did you learn about this class?‎ 学生们自由说,教师总结。‎ T:1. 学习了单词:country, head teacher ‎ 2. 巩固了询问他人职业的句型及回答:‎ ‎ 3. 学习了表达自己愿望的句型:I want to be... one day.‎ 设计意图:帮助学生归纳知识点,有助于学生对知识的理解。‎ 课堂作业 一、 根据单词的首字母补全单词。‎ ‎1. This man is a f________ w________.‎ ‎2. My mother is a s_____.‎ 二、单项选择。‎ ‎( )1. He often ______ to other countries.‎ A. going B. go C. goes ‎( )2. I want to ______ a doctor one day.‎ A. am B. is C. be ‎( )3. —______ your mother a police officer?‎ ‎ —No, she isn’t.‎ A. Is B. Are C. Does 三、判断下列句子与图片是“T”否“F”相符。‎ ‎( )1. My sister is a dancer.‎ ‎( )2. The woman is a head teacher.‎ 四、选择合适的句子补全对话。‎ Lily: Hi, Bob.1.______________‎ Bob: No. She’s in Beijing.‎ Lily: 2.______________‎ Bob: She’s a businesswoman. 3.______________‎ Lily: What does your father do?‎ Bob: 4.______________‎ Lily: That’s nice.‎ Bob: Yeah. 5.______________‎ A. She often flies to other cities.‎ B. He’s a doctor.‎ C. Is your mother here today?‎ D. He’ll be here today.‎ E. What does she do?‎ Answers:‎ 一、1. factory worker 2.singer 二、1.C2.C3.A 三、1.T2.F 四、1.C2.E.3.A4.B5.D 板书设计 ‎ A Let’s talk ‎ father a businessman ‎ Oliver’s Parents ‎ Mother a head teacher ‎ I want to be...one day.‎ ‎ (想成为)‎ 第三课时 课时内容 ‎ B Let’s learn; Write and discuss 课时分析 本课时是人教版六年级上册第五单元第三课时。围绕“家人的职业和工作地点”展开话题,主要通过对话学习词汇fisherman, scientist, pilot, coach及句型Where does he/she work? He/She works...的表达。引导学生了解橙色多用于各国紧急救援衣服和设备上,激发学生学习英语的热情。前两课时关于第三人称单数的特殊疑问句的学习,为本课时的学习做了很好的铺垫。本课时的重点是四会单词的掌握以及询问职业和工作地点句型的运用。‎ 本课时包括Let’s learn 和Match and say两个版块。Let’s learn通过呈现Oliver和吴一凡谈论自己家人工作的情况的场景,呈现了单词的词形和意义。此版块呈现的对话情境是比较贴近学生的实际生活,更能激起学生学习的兴趣。Write and discuss 版块是用于操练B Let’s learn版块中有关职业的单词及词组,帮助学生巩固和运用职业名称和工作地点进行对话,以达到在真实的语境中运用语言的目的。‎ 本课时的词汇的教学可利用学生的迁移能力,以旧引新,同类单词归类或自然拼读法帮助学生掌握单词。对话教学遵循以学生为主体的原则,采用游戏、创编对话等多种教学手段调动全体学生的积极参与。‎ 课时目标 1. 能够听、说、读、写单词:fisherman, scientist, pilot, coach 2. 能够听、说、运用句型:Where does he/she work? He/She works...‎ 3. 引导学生了解橙色多用于各国紧急救援衣服和设备上,激发学生学习英语的热情。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、读、写单词:fisherman, scientist, pilot, coach ‎(2)能够听、说、运用句型:Where does he/she work? He/She works...‎ ‎2. 难点 ‎ 核心句型的灵活运用。‎ 教学准备 ‎ 课件、词卡、录音机、磁带 教学过程 Step 1 Warm up ‎ ‎1. Greeting ‎ T: How are you, everybody? ‎ ‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. ‎ ‎2 Let’s sing.‎ ‎ 播放歌曲 What do you want to do? 学生跟唱。‎ ‎ 教学资源:录音机、磁带 ‎ 设计意图:歌曲的运用调节了课堂气氛,激发了学生的学习兴趣。‎ Step 2 Lead in ‎“快闪”活动 ‎ 课件快速呈现factory worker, post officer, postman, businessman的图片,师生问答。‎ ‎ T: What does he/she do?‎ ‎ S1: He’s/She’s...‎ ‎ ...‎ ‎`教学资源:课件 设计意图:复习已学的词汇和句型,同时自然的引出下文。‎ Step 3 Presentation ‎1. Teaching “fisherman, scientist, pilot, coach”‎ ‎ (1) Teaching “fisherman”‎ ‎ T: Look at the man. What does he do?(呈现男渔民的图片,板书句子)‎ ‎ Ss: He’s a fisherman.(板书句子,教学单词fisherman,学生自己拼读,理解句子,齐读句子)‎ ‎ T: What does she do?(呈现女渔民的图片)‎ ‎ S1: She’s a fisherwoman.(板书单词,指名读,齐读)‎ ‎ (2)Teaching “scientist, pilot, coach”‎ ‎ T: Look at this picture. Who’s he?(课件呈现钱学森的图片)‎ ‎ S1: Qian Xuesen.‎ ‎ T: What does he do? ‎ ‎ Ss: He’s a scientist.(教学单词scientist,先呈现science,再在去掉ce,加tist。学生尝试拼读,指名读,齐读。理解句子,齐读句子)‎ ‎ T: He’s a Chinese scientist.‎ ‎ (3) Teaching “pilot” ‎ ‎ T: Look at this man. Who’s he?(课件呈现杨利伟的图片)‎ ‎ Ss: He’s Yang Liwei.‎ ‎ T: What does he do?‎ ‎ Ss: He’s a pilot.(板书单词pilot,教读单词,指名读,学生拼读)‎ ‎ (4) Teaching “coach”‎ ‎ a. T: Look at this picture. This woman is Lang Ping.(呈现郎平的图片)She is a ...‎ ‎ Ss: Coach.(教学单词coach,先呈现coat,然后去掉t,加ch,引导学生拼读出coach的发音。‎ ‎ T: Lang Ping is a basketball coach.‎ ‎ b.学生自己说出不同类别的教练,如:football coach, basketball coach, a swimming coach...‎ ‎ (5)Listen to the tape and follow the tape.‎ ‎ 听录音跟读单词。‎ ‎ (6)Read the words in pairs.‎ 教学资源:课件、录音机、磁带 设计意图:利用真实的人物呈现单词,吸引学生的学习兴趣。‎ ‎ 2. Learn the dialogue.‎ ‎ (1)T: What does Oliver’s aunt do? Where does he work? Listen to the tape with the questions.‎ ‎ (2)Answer the questions. ‎ T: What does Oliver’s aunt do?(板书句子)‎ S1: She’s a scientist.(板书句子)‎ T: Where does she work?(板书句子,讲解句子)‎ S2: She works in a university.(板书句子,讲解句子)‎ ‎ (3)Read the dialogue in role.‎ ‎ (4)Make a dialogue in pairs.‎ ‎. A: What does____ do?‎ B: She’s/He’s_______.‎ A: Where does she/he work?‎ B: She /He works _______.‎ ‎ (5)呈现P47情境图。‎ ‎ T: What does Amy’s father do?‎ ‎ Ss: He’s a pilot.‎ ‎ T: Where does he work?‎ ‎ Ss: He works near the sea.(讲解英国救援飞机和飞行员的装扮,使学生了解橙色用于各国紧急救援衣服和设备上,如:救生衣、救生艇、消防员的衣服)‎ 教学资源:课件、录音机、磁带 设计意图:引导学生了解橙色多用于各国紧急救援衣服和设备上,开阔学生的视野,拓宽学生的知识面,激发学生学习英语的兴趣。‎ Step 4 Practice ‎ ‎1. Write and discuss.‎ ‎ (1)课件呈现五个地方的图片和单词,学生配对。‎ ‎ (2)小组讨论并回答:Who works in a university/gym...?‎ ‎ (3)呈现听诊器的图片,T: What does Lee do? Where does he work?(学生回答,呈现句子Lee is a doctor, and he works in a pet hospital)‎ ‎ (4)学生两人一组就其他四幅图片和工作地点进行问答练习,然后独立完成表格,最会集体订正。‎ ‎ 句型:What does ... do? Where does... work?‎ 设计意图:帮助学生巩固和运用所学核心句型,以达到在真实的语境中交流语言的目的。‎ ‎2. Play a game ‎ “你来比划我来猜”‎ ‎ 请五六名学生到教室前,第一名学生背对黑板,其他学生面朝黑板站好。教师给第一名学生看一张职业的单词词卡或描述职业的词条,学生猜出职业名称,用动作表演该职业,然后拍第二名学生的肩膀,把动作表演给第二名学生看,第二名学生猜职业名称并根据自己的理解表演动作,依次类推,最会一名学生说出职业名称。‎ 教学资源:词卡或描述职业的纸条 设计意图:游戏的环节,既活跃了课堂气氛,又让学生在玩中巩固了词汇。‎ Step 5 Summary ‎ T: What did you learn about this class?‎ ‎ 学生整理归纳。‎ ‎ 1.学习了四个表示职业的单词:fisherman, scientist, pilot, coach ‎ 2.学习了询问对方工作地点的句型及回答:Where does he/she work?‎ ‎ He/She works...‎ 设计意图:总结的环节加深学生对知识的记忆。‎ 课堂作业 一、看图,写单词。‎ ‎ 1. 2. 3. 4.‎ ‎ ‎ ‎ __________ ___________ ___________ ____________‎ 二、选词填空。‎ coach, gym, university, pilot ‎ ‎ ‎ 1. Guo Wei is a _______, and he works on a rescue plane.‎ ‎ 2. Tom is a fisherman. He works at________.‎ ‎ 3. Ann’s mother is a scientist. She works in a __________.‎ ‎ 4. Ed is a _______, and he works in a gym.‎ 三、补全对话。‎ ‎ Lisa: 1.______ is that man?‎ ‎ Tim: 2.______ my uncle. ‎ Lisa: What3. ______4.he______?‎ ‎ Tim: He is a basketball coach.‎ Lisa: 5.______does he6.______?‎ ‎ Tim: He 7.______ 8.______ a big gym.‎ ‎ Lisa: Cool.‎ Answers:‎ 一、1. fisherwoman 2. Coach 3. Scientist 4. pilot 二、1. pilot 2. Sea 3. university 4. coach 三、1.Who 2.He’s 3.does 4.do 5.Where 6.work 7.works 8.in 板书设计 ‎ B Let’s learn ‎ A: What does Oliver’s aunt do? fisherman fisherwoman 渔民 B: She’s a scientist. scientist科学家 A: Where does she work? pilot 飞行员 B: She works in a university. coach 教练 ‎ ‎ ‎ ‎ 第四课时 课时内容 B Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第五单元第四课时,与第三课时紧密相连。围绕“家人的工作和生活”展开话题,主要通过对话学习词组stay healthy, work hard, study hard和句型How does he/she go to work? He/She goes to work...的表达及巩固询问他人工作地点的句型。树立努力学习、健康生活的意识。第三课时Where does he/she work?句型的学习,为本课时的教学奠定了基础。本课时的重点是核心句型的灵活运用。‎ 本课时包括Let’s try和Let’s talk两个版块。Let’s try通过聊天呈现了Let’s talk 的背景,为进入Let’s talk的学习做好了准备。Let’s talk ‎ 版块通过Mike和小雨在回家路上聊自己家人工作和生活的场景,让学生感知How does he go to work? 的语义及语用情景,学会如何在这样的情景下表达。此情境是发生在回家的路上,与学生的生活息息相关,很能激起学生的学习兴趣。‎ 本课题涉及了前面几个课时和第二单元的知识,设计本课教学过程时,通过游戏、问答、歌曲等方法,帮助学生回忆旧知。在学习新知的过程中,充分发挥学生的主体作用,引导学生自主学习。‎ 课时目标 ‎1. 能够理解词组stay healthy, work hard, study hard的意思。‎ ‎2. 能够理解对话大意。‎ ‎3. 能够用正确的语音、语调朗读对话。‎ ‎4. 能够听、说、读、写句型:Where does he work? He works at sea. How does he go to work? He goes to work by bike.‎ ‎5. 能够在情景中运用询问他人工作地点和交通工具的句型:Where does he work? How does he go to work?‎ ‎6. 树立努力学习、健康生活的意识。‎ 课时重难点 ‎1. 重点 ‎(1)能够理解对话大意。‎ ‎(2)能够听、说、读、写句型:Where does he work? He works at sea. How does he go to work? He goes to work by bike.‎ ‎(3)能够在情景中运用询问他人工作地点和交通工具的句型:Where does he work? How does he go to work?‎ ‎2. 难点 ‎(1)词组stay healthy, work hard, study hard的理解。‎ ‎(2)熟练运用询问他人工作地点和交通工具的句型交流。‎ 教学准备:‎ 课件、人物图片、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ ‎ Ss: Very well, thanks.‎ ‎2. Play a game.‎ ‎ 课件呈现fisherman, scientist, coach, pilot, by bus, by plane, by train, on foot等图片,图片被遮住一部分,学生猜出单词或词组。‎ ‎3. Ask and answer ‎ T: How do you come to school?‎ S1: I come to school...‎ T: How do you go to the park?‎ S2: I go to the park...‎ T: How does S2 go to the park?‎ S2: He/ She goes to the park... ...‎ 教学资源:课件 设计意图:游戏的设计,将单词的音、形、义进行了复习和巩固,让学生们在玩得过程中扎实了单词。问答的环节帮助学生复习和巩固旧知,为学习新知做好准备。‎ Step 2 Lead in ‎1. Sing a song ‎ 播放歌曲How do you get there? 学生跟唱。‎ 教学资源:课件 设计意图:歌曲的运用复习了已学的词汇,又活跃了课堂气氛。‎ ‎2. Let’s try ‎(1)呈现人物图片,介绍对话背景。‎ ‎ T: This is Xiao Yu and Mike. They are on their way home. They are talking about Xiao Yu’s uncle. What’s he like? What does he do? Guess.‎ ‎ S1: Is he...?(引导学生用Is he...?猜测)‎ ‎ S2: Is he...?‎ ‎ ...‎ ‎(2)听录音回答问题。‎ ‎(3)T: How does he go to work? Does Xiao Yu’s uncle often take him to school? 再次听录音,回答问题。‎ ‎(4)T: What about Mike’s uncle? Let’s learn “Let’s talk.”‎ 教学资源:人物图片、录音机、磁带 设计意图:通过听力练习提高听力的水平,为Let’s talk出现的人物做铺垫。‎ Step 3 Presentation ‎1. 初读课文。‎ ‎(1)T: Look at the picture.(呈现教材插图)Who’s this man? (引导学生猜测人物的身份)‎ ‎(2) Read the text with the questions.‎ What does he do? Where does he work? How does he go to work?(板书句子)‎ ‎ (3) Answer the questions.‎ ‎ 指名回答,并根据学生的回答板书句子。‎ 设计意图:初读课文,整体感知对话。‎ ‎ 2. 再读课文。‎ ‎ (1)T: What else do you know about Mike’s uncle? 学生画出相关的语句。‎ ‎ (2)课件呈现语句,教师讲解。‎ He has a very healthy life.‎ He works very hard and stays healthy.‎ ‎(先引导学生联系上下文猜测画线词义,然后理解句子,带读句子,分组读句子,齐读句子。注意强调动词的第三人称单数)‎ ‎ (3) T: Mike’s uncle works very hard and stays healthy. We should...‎ ‎ Ss: Study hard and stay healthy.(引导学生说出,并课件呈现句子。理解词组study hard,教学should的用法)‎ ‎ (4)认读板书句子。‎ 教学资源:课件 设计意图:细读课文,处理局部语言。‎ ‎3. 听录音跟读课文。‎ 教学资源:录音机、磁带 设计意图:跟读录音,模仿正确的语音、语调。‎ ‎4. 分角色朗读课文,表演课文。‎ 设计意图:给学生创造了展示自我的机会,同时加深了对课文的理解。‎ Step 4 Practice 1. 学生两人一组,从下面的表格中任选一组创编对话。‎ ‎ Name ‎ ‎ What ‎ ‎ Where ‎ How ‎ Mr Li ‎ coach ‎ gym ‎ by bike ‎ Mrs Zhao ‎ head teacher ‎ school ‎ by car 教学资源:课件 设计意图:帮助学生更好的巩固和运用核心句型。‎ ‎2. 小小调查员 ‎ 采访自己的同桌,询问对方亲属职业的相关问题并记录在自制的表格内,然后根据采访内容做汇报。‎ 如:xxx’s aunt is a police officer. She works in a police station. She goes to work by subway.‎ My partner’s parents His/Her _____ is a/an__________.‎ She/He works in a ___________.‎ She/He goes to work__________.‎ ‎ ‎ ‎ ‎ 参考问题:‎ What does ... do? He/She is...‎ Where does ... work? He/She works...‎ How does ... go to work? He/She goes to work...‎ 教学资源:课件 设计意图:创设情境,让学生做到学以致用。‎ Step 5 Summary T: What did you learn about this class?‎ ‎ 学生自由发言,师生共同整理。‎ ‎ 1. 学习了词组:stay healthy, work hard, study hard ‎ 2. 学习了询问他人工作地点和交通工具的句型及回答:‎ Where does she/he work? She/ He works...‎ How does she/he go to work? She/He goes to work...‎ 设计意图:培养学生的归纳能力。‎ 课堂作业 一、找规律,写单词。‎ ‎1. bus bike ________‎ ‎2. how who ________‎ ‎3. pilot worker ________‎ ‎4. father uncle ________‎ 二、单项选择。‎ ‎( )1. He _______ a life healthy.‎ A. have B. has C. is ‎( )2. My aunt is a ______.‎ A. fisherman B. fisherwoman C. businessman ‎ ‎( )3. Li Ming works _______a boat.‎ A. by B. on C. in 三、按要求完成句子。‎ ‎1. My uncle is a coach.(就画线部分提问)‎ ‎ ______ ______ your uncle______?‎ ‎2. He works at sea. (就画线部分提问)‎ ‎______ ______ he______?‎ ‎3. Mike goes to school by bus. (就画线部分提问)‎ ‎______ ______ Mike ______ to school?‎ ‎4. Tim is a postman.(变一般疑问句)‎ ‎______ ______ a postman?‎ ‎5. should, we, and, hard, study, healthy, stay(.)(连词成句)‎ ‎____________________________________________________‎ Answers:‎ 一、符合题意即可 二、1.B 2.B 3.B 三、1. What does, do 2. Where does, work 3. How does, go 4. Is Tim 5. We should study hard and stay healthy.‎ 板书设计 ‎ B Let’s talk ‎ What does he do? ‎ work hard 努力工作 study hard努力学习 stay healthy保持健康 ‎ He is a fisherman.‎ ‎ Where does he work?‎ ‎ He works on a boat.‎ ‎ How does he go to work?‎ ‎ He goes to work by bike.‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第五单元第五课时。主要围绕“爱好、梦想职业”展开话题,通过文本学习词汇gym, if, reporter, use, type, quickly, secretary,能够通过推理、阅读获得的信息了解文章梗概,并完成有意义的仿写活动。引导学生能从不同角度认识职业,明白能从事某些职业应具备的条件,构思自己的这样梦想。知道逗号是英语句子中的停顿的标志。前几课时词汇、对话的学习为本课时的学习奠定了基础,本课时是第五单元知识的拓展。本课时的重点是文段的理解、捕捉文段关键信息的能力及仿写活动。‎ ‎ 本课时 分为读、写、语音三部分:第一部分通过阅读文段,为文段选择题目,并完成胡斌、Sarah和Robin爱好、梦想职业和工作地点的信息表。第二部分是个有意义的语用书写活动,训练学生出游应具备的安全意识,能明白没有家长的陪同时,参加校外活动应该取得家长和学校的的许可。第三部分呈现了一组句子,学生要能够明白英语中逗号是句中停顿标识的朗读技巧。‎ ‎ 词汇的理解要结合图示、联系上下文。文段的教学要遵循以学生为主体,教师为主导的原则,采取小组合作的方式,引导学生自主学习,培养学生良好的阅读习惯和技巧。‎ 课时目标 ‎ (1)能够听、说、认读单词:gym, if, reporter, use, type, quickly, secretary ‎ (2)能够通过阅读问题训练在语篇中捕捉不同类型信息的能力。‎ ‎(3)能够根据阅读所获取的信息完成有意义的书写活动。‎ ‎(4)知道英语句子中的顿号,并能在文段中找到更多同类句子,正确朗读句子。‎ ‎(5)能从不同角度认识职业,明白能从事某些职业应具备的条件,构思自己的这样梦想。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、认读单词:gym, if, reporter, use, type, quickly, secretary ‎(2)能够通过阅读问题训练在语篇中捕捉不同类型信息的能力。‎ ‎(3)能够根据阅读所获取的信息完成有意义的书写活动。‎ ‎2.难点 能够通过阅读问题在语篇中捕捉不同类型的信息。‎ 教学准备 ‎ 课件、图片、录音机、磁带 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too.‎ ‎2. Let’s sing.‎ ‎ 播放歌曲My new pen pal.学生跟唱。‎ 教学资源:录音机、磁带 设计意图:伴随着优美的歌曲,使学生尽快的投入到课堂上来。‎ Step 2 Lead in Ask and answer T: What are your hobbies?‎ S1: I like...‎ S2: I like...‎ T: What do you want to be? Why?‎ S3: I want to be a music teacher. I like music.‎ ‎...‎ 设计意图:通过问答操练,复习和巩固所学句型,为学习文段做好铺垫。‎ Step3 Presentation ‎1. 阅读前 T: Now look at these pictures.(呈现Read and write的人物图片)They are Hu Bin, Sarah and Robin. What are their hobbies? What do they want to be? Guess.‎ 教学资源:图片 设计意图:引导学生猜测,培养学生的想象能力和表达能力。‎ ‎2. 阅读中 ‎(1)快速浏览文段,为文段选择题目。‎ ‎(2)细读文段,学习文段。‎ a.小组讨论,完成关于Robin,Sarah和Robin的表格。‎ ‎ b.分析表格,学习细节。‎ T: What does Hu Bin like?‎ S1: He likes sports.‎ ‎ T: He is good at...(football, pin-pong and basketball) What does he want to be?‎ ‎ Ss: He wants to be a coach.‎ T: If you like sports, you can be a coach, a sports reporter, or a PE teacher.(课件呈现句子,教学单词reporter,理解句子)‎ T: What does Sarah like?‎ S1: She likes using computers.‎ T: What can she do?‎ Ss: She can type quickly.(引导学生说出。课件呈现句子,借助插图、联系上文,理解单词type, quickly,教读单词,理解句子,齐读句子)‎ T: Where is she going to work?‎ Ss: She wants to work in an office.‎ T: What does she want to be?‎ Ss: She wants to be a secretary.(板书单词secretary,教读单词,理解单词)‎ T: If you can type quickly, you can be a secretary.(课件呈现句子,齐读句子)‎ ‎ What does Robin like?‎ S1: He likes science.‎ T: What does he want to be?‎ Ss: He wants to be a scientist. ‎ T: Where is he going to work?‎ Ss: He wants to work in a university.‎ T: If you like science, you can be a scientist.(课件呈现句子,理解句子,齐读句子)‎ ‎(3)再次阅读文段 展示文段,播放录音跟读文段,模仿正确的语音、语调。‎ ‎(4)T: At the Real Word Camp, children can do different jobs. Do you want to go there? Fill in the form.(在此环节中,教师要渗透对学生安全意识的教育,引导学生明白没有家长陪同时,参加校外活动应该取得家长和学校的许可)‎ 教学资源:课件、录音机、磁带 设计意图:通过初读文段,细读文段、跟读文段的方法,帮助学生有条理的理解文段,培养学的阅读技巧。‎ ‎3.阅读后 ‎ 完成Tips for pronunciation版块的练习 ‎ a.呈现Tips for pronunciation版块的句子。‎ ‎ b.播放录音,学生跟读。‎ ‎ c.打节拍读句子。‎ ‎ d.文段中寻找同类句子,自己朗读。 ‎ ‎ e.课件呈现句子,指名读,分组读。‎ ‎ 教学资源:课件 设计意图:通过不同形式的朗读,明白逗号是句中停顿标识的朗读技巧。‎ Step 4 Practice ‎ ‎1.写一写,说一说。‎ ‎(1)学生列出五种职业,然后与同桌的比较,看看自己与同桌列出职业的不同。‎ ‎(2)课件呈现一些职业单词,学生讨论并归类。‎ singer, writer, worker, businessman, fisherwoman, cleaner, farmer, dancer, policeman, driver, football player, artist ‎ ‎ ‎ a.有些词尾加-er ‎ b. 有些词尾加-r ‎ c. 有些词尾加-ist ‎ d. 有些词尾加man或woman 教学资源:课件 设计意图:引导学生了解某些职业单词的构成,便于学生对单词的记忆,锻炼学生的思维能力。‎ ‎2. 两人一组互相谈论各自的爱好和梦想职业,然后写成文段,互相交流。‎ ‎ 参考问题:What are your hobbies?‎ ‎ What can you do?‎ ‎ What job do you want to do?‎ I like_______________. I can ___________.‎ I want to ____________________________.‎ 设计意图:训练学生对核心句型的综合运用能力。‎ Step 5 Summary T: What did you learn about this class?‎ Ss:1.学习了词汇: gym, if, reporter, use, type, quickly, secretary ‎2.知道了逗号是英语句子中停顿的标志。‎ 设计意图:培养学生的归纳能力。‎ 课堂作业 一、按要求写单词。‎ like 三单形式 use 现在分词 ‎ 1. 2. ‎ work 名词 want to be 英译汉 ‎ 3. 4.‎ 二、单项选择。‎ ‎( )1. She can type_____.‎ ‎ A. quick B. quickly C. slow ‎( )2. —What does he like? —_____.‎ A. He’s tall. B. He goes there by bus. C. He likes sports.‎ ‎( )3. Sarah likes _____ computer.‎ A. use B. using C. uses ‎( )4. If you like science, you can be a ______.‎ A. music teacher B. TV reporter C. scientist 三、我是阅读小能手。阅读短文,回答问题。‎ ‎ Hi,I’m Zhao Yang. I’m a pupil. My father is a fisherman. He works at sea. He goes to work by car. My mother is a worker. She works in a big factory. She goes to work by bike. I like drawing pictures. I can draw well. I want to work in a school.‎ ‎1. What does Zhao Yang’s father do?‎ ‎ _______________________________________‎ ‎2. What are Zhao Yang’s hobbies?‎ ‎_______________________________________‎ ‎3. How does Zhao Yang’s mother go to work?‎ ‎_______________________________________‎ ‎4. Who wants to work in a school?‎ ‎_______________________________________‎ ‎5. Where does Zhao Yang’s mother work?‎ ‎_______________________________________‎ Answers:‎ 一、1. using 2.likes 3.想成为 4.worker 二、1.B 2.C 3.B 4.C 三、1. He is a fisherman. 2. He likes drawing pictures.‎ ‎3. She goes to work by bike. 4. Zhao Yang. ‎ ‎4. She works in a big factory.‎ 板书设计 ‎ C Read and write using computer sports science Hu Bin Robin Sarah coach secretary scientist gym ‎ office university ‎ ‎ ‎ ‎ 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第五单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。Let’s check是听力活动。Let’s wrap it up.是本单元主要句型的句法归纳。Story time复习和巩固本单元所学语言,增加学生语言的输入,保持对英语学习的兴趣。本课时是对前几课时重点知识的总结。本课时的重点是核心词汇、句型的掌握和句型的归纳。表示建议、询问职业梦想的句型,深化了unusual job的概念 ‎ 本课时包括Let’s check、Let’s wrap it up 和story time三个版块。Let’s check分为两部分:第一部分是听力匹配活动,用于检测本单元部分的核心词汇和常用表达;第二部分为听录音完成句子,用于考查单元核心词汇和句型。Let’s wrap it up. 要引导学生自己总结和归纳。Story ‎ time版块呈现的是Zoom和Zip聊天,构思自己的职业梦想的故事。通过故事的学习,复习和巩固表示建议、询问职业梦想的句型,深化了unusual job的概念。故事阅读性强,符合学生的心理,很能激学生学习的兴趣。‎ Let’s wrap it up. 启发学生的思考,引导学生自己总结和归纳,培养学生的思维能力。Story time通过整体感知、答疑解惑、模仿表演方式,巩固和发展语言。‎ 课时目标 ‎ (1)能够较好的完成Let’s check。‎ ‎(2)能够巩固并综合运用句型—What does he/she do?—He/She is ...‎ ‎—Where does he/she work? —He/She works ...‎ ‎—How does he/she go to work?—He/She goes to work...谈论人物的职业和生活情况。‎ ‎(3)能够理解故事内容,并尝试表演故事。‎ 课时重难点 ‎1.重点 ‎(1)复习本单元知识,完成Let’s check。‎ ‎(2)能够理解故事内容,并尝试表演故事。‎ ‎2.难点 能够表演故事,恰当运用故事中的语言。‎ 教学准备:‎ 课件、照片、录音机、磁带、‎ 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everybody.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. ‎ ‎2. Sing a song.‎ T: Boys and girls. Let’s sing a song together. ‎ ‎ 播放歌曲What do you wan to do?师生一起唱。‎ 设计意图:激发了全体学生的学习兴趣,活跃了课堂气氛。‎ Step 2 Lead in ‎ 快闪游戏 课件呈现本单元核心词汇factory, postman, worker, businessman, police officer, fisherman, scientist, pilot, coach的图片,学生观察几秒后,某个图片快速闪掉,学生凭记忆说出单词。‎ 教学资源:课件 设计意图:游戏活跃了课堂气氛,调动了学生的积极参与,复习和巩固了本单元的核心词汇。‎ Step 3 Presentation ‎1. Let’s check.‎ ‎ (1) Listen and match.‎ a. 请学生逐一看图和右边的文字信息,尝试推测听力要求。‎ b. 播放录音,听录音连线。‎ b. 校对答案。‎ ‎(2)Listen again and answer the questions.‎ a. 请学生在听录音之前读一遍题。‎ b. 播放录音,完成练习。‎ c. 校对答案。‎ 教学资源:录音机、磁带 设计意图:先看图和相关文字信息,做到目的的听录音,培养听前预测习惯,逐步提高听力水平。‎ ‎2. Let’s wrap it up. ‎ ‎(1)T: I have a good friend. (课件呈现教师朋友的照片)Do you want to know something about her? You can ask me.‎ ‎ S1: What does she do?‎ ‎ T: She is a teacher.‎ ‎ S2: Where does she work?‎ ‎ T: She works in a middle 1 school.‎ ‎ S3: How does she go to work/school?‎ ‎ T: She goes to work by car.‎ ‎ S4: What does she teach?‎ ‎...‎ ‎ (学生提出想知道的问题,教师回答同时板书相关信息的句子)‎ ‎(2)学生描述所谈人物的信息。‎ ‎(3)学生拿出准备好的家人或朋友的照片,两人一组,参考板书句型互相问答。‎ ‎(4)观察板书的句子,小组讨论和总结提问的方法,然后汇报讨论结果,教师补充。‎ ‎(5)学生看书完成练习,然后师生核对。‎ ‎(6)“我听不清”游戏。‎ ‎ 两人一组,A对B说:Mary has a cat. B做出假装听不见的动作,并说:I didn’t hear you. What does Mary have? A再说一次句子。 ‎ 教学资源:照片 设计意图:引导学生自己观察、总结,启发学生的思维。‎ ‎3. Learn “Story time”‎ ‎ (1) T: In our life, there are some unusual jobs.(板书unusual job,教读词组,理解词组。)‎ ‎ (2)观看动画,用横线画出故事中提到的不寻常的职业。‎ ‎(3)深入学习故事。‎ a.自读课文,然后小组讨论问题,汇报答案。‎ ‎ How many unusual jobs does Zoom think of?‎ ‎ What are they?‎ ‎ What does Zip want to be?‎ ‎ (在学生汇报的过程中,课件呈现a lion tamer, a bee farmer, a computer game tester, a magician’s assistant的图片及词组,学习词组)‎ ‎ b. 与学生谈论职业。‎ ‎ T: What do you want to be? Do you want to have a part time job here? Why do you want to be a ...? Why not?‎ ‎(4)再次欣赏故事,跟读故事。‎ ‎(5)分角色朗读故事。 ‎ 教学资源:课件、录音机、磁带 设计意图:先欣赏动画整体感知,然后理解故事,再次欣赏故事,分角色朗读故事,有条理楚学习故事。‎ Step 4 Presentation 小组自备道具,表演故事。‎ 教学资源:自备故事中的道具 设计意图:故事的表演激发学生的想象力,提高学生的口头表达能力和交际能力。‎ Step 5: Summary T: What did you learn about this lesson?‎ 学生自由发言,教师小结。‎ ‎1. 复习和巩固了本单元的和核心词汇和句型。‎ ‎2. 了解了unusual job的概念。‎ ‎3. 归纳了本单元的主要句型的句法。‎ 设计意图:整理知识点,培养学生的归纳能力。‎ 课堂作业 一、按要求写单词。‎ job 复数 have 三单形式 ‎ 1. 2. ‎ aunt 反义词 校长 汉译英 ‎ 3. 4.‎ 二、按要求完成句子。‎ ‎1. Linda has a dog.(就画线部分提问)‎ What _______ Linda _______?‎ ‎2. She goes to school on foot. (就画线部分提问 How _______ she _______ to school?‎ ‎3. mother, Wei Fang’s, is, worker, a, factory(.)(连词成句。)‎ ‎______________________________‎ ‎4. didn’t, I , you, hear(.)(连词成句。)‎ ‎______________________________‎ 三、小练笔。‎ ‎ 请介绍你自己,包括兴趣爱好、梦想职业等,不少于30个单词。‎ ‎ ________________________________________________________________‎ ‎ ________________________________________________________________‎ ‎________________________________________________________________‎ ‎________________________________________________________________‎ Answers:‎ 一、1.has 2. jobs 3. head teacher 4. uncle 二、1.does, have 2.does, go 3.Wang Fang’s mother is a factory worker. 4.I didn’t hear you.‎ 三、I’m Tom. I’m a boy. I am tall and strong. I like sports. I often go running in the park. I’m good at basketball, football and badminton. I want to be a basketball player like Yao Ming.‎ ‎ 板书设计 ‎ B Let’s wrap it up. C Story time ‎ 1. What does she have? ‎ unusual job ‎ 不寻常的工作 She has a dog. ‎ ‎2. Where does she work? ‎ She works in a middle 1 school.‎ ‎3. How does she go to work/school? ‎ She goes to work/school by car.‎ ‎ 疑问词+does + she/he+动词原形?‎ ‎ She/He+ 动词三单形式+其他. ‎ ‎ ‎ ‎ ‎ 人教版PEP英语六年级上册Unit 6教案教学设计 Unit 6 How do you feel?‎ 单元整体分析 本单元是人教版英语六年级上册的第六单元,单元的话题是“How do you feel?”‎ 本单元通过不同的场景,提供了关于表达情绪和心理状态、疏导他人情绪提出建议的句型。共三个版块:A 部分,B部分和C 部分。A部分包括重点词汇和情景对话,共两个课时。第一课时展示Sarah和小猫在不同生活事件中的状态和情绪,引出核心词汇和句型。第二课时通过Sarah和Sam谈论动画片,呈现核心句型be+ 表示情绪的形容词。A 部分重点掌握词汇和核心句型。B部分包括重点词汇、情景对话和读和写,共三个课时。第一课时通过呈现不同人物在不同情境中表现的不同情绪和感受的场景,引出疏导情绪和表示建议的句型:... should... Don’t...第二课时通过Sarah姐弟和母亲之间的对话,进一步巩固疏导情绪和表示建议的句型。第三课时通过Robin和蚂蚁互相帮助的故事,拓展本单元所学知识。B部分重点是核心词汇和句型的掌握。将B部分中的听力测试、词汇规律活动和C部分的故事,组成一课时。重点是复习巩固本单元所学重点词汇和句型。‎ 在组织课堂的教学中,首先要了解学生学情,整体把握本单元教学内容,教学重点和教学难点,结合本单元主题“How do you feel?设计教学。借用教材设定的情境、课件、图片等方式呈现,引导学生在合作学习中正确表达所学句型,培养学生的语言交际能力。‎ 单元教学目标 ‎1. 知识目标 ‎(1)能够听、说、读、写单词和词组: sad, angry, happy, worried, afraid, see the doctor, do more exercise, wear warm clothes, take a deep breath, count to ten. ‎ ‎(2)能够听、说、认读单词:feel, wrong, ill, chase, mice, should, well, sit, grass, hear, ant, worry, stuck, mud, pull, everyone ‎(3)能够听、说、读、写句型:‎ How do you feel? ‎ The mice are afraid of the cat.‎ The cat is angry with them. ‎ He should see a doctor.‎ Don’t be angry.‎ ‎(4)能够掌握句式:‎ ‎ 主语+be+表示情绪的形容词。‎ ‎(5)能够理解蚂蚁和Robin互相帮助的故事,能够按照正确的意群及语音、语调朗读故事。‎ ‎ (6)知道英语句子中单词之间失去爆破的现象。‎ ‎2. 能力目标 ‎(1)能够正确使用核心词汇简单表达自己、他人或动物的各种情绪和心理状态,并对疏导他人情绪提出建议。‎ ‎(2)能够在情景中运用以下句型:‎ ‎ 寻求问题解决的方法的句型What should... do?‎ ‎ 询问他人的情绪和心理状态的句型How does ... feel?‎ ‎ 疏导情绪或提出建议的句型... should... Don’t...‎ ‎ (3)能够在图片和文字的支持下完成表格和仿写语句。‎ ‎3.情感目标 向学生渗透不能以自我为中心,要关心他人,为他人所想;不要以貌取人,知恩图报。‎ 教学重难点 ‎1. 教学重点 ‎(1)能够听、说、读、写单词和词组:sad, angry, happy, worried, afraid, see the doctor, do more exercise, wear warm clothes, take a deep breath, count to ten. ‎ ‎(2)能够运用上述词汇简单表达自己、他人或动物的各种情绪和心理状态,并对疏导他人情绪提出建议。‎ ‎(3) 能够听、说、读、写句型:‎ How do you feel? ‎ The mice are afraid of the cat.‎ The cat is angry with them. ‎ He should see a doctor.‎ Don’t be angry.‎ ‎(4)能够在情景中运用以下句型:‎ ‎ 寻求问题解决的方法的句型What should... do?‎ ‎ 询问他人的情绪和心理状态的句型How does ... feel?‎ ‎ 疏导情绪或提出建议的句型... should... Don’t...‎ ‎2. 教学难点 核心句型的灵活运用。‎ 教学方法 任务型教学法、合作探究法、情景交际法、愉快教学法。‎ 教学时间 本单元共分六课时教学。‎ 第一课时: A Let’s learn Write and say 第二课时: A Let’s try Let’s talk ‎ 第三课时: B Let’s learn Play card games 第四课时: B Let’s try Let’s talk 第五课时: B Read and write ‎ 第六课时: B Let’s check Let’s wrap it up C Story time 知识视窗 ‎1.feel的用法 ‎(1)作连系动词用 ‎ a.表示某人的感觉 如:I feel well today.‎ ‎ 我今天感觉很好。‎ b.表示某物摸起来给人的感觉。‎ ‎ 如:Ice feels cold.‎ ‎ 冰感觉很凉。‎ ‎(2)作实义动词用 ‎ 表示“觉得、认为”‎ 如:I felt that he was right.‎ ‎ 我觉得他是对的。‎ ‎2.表示心情和心理状态的单词大集合 ‎ excited兴奋的 tired 疲倦的 bored无聊的 busy忙碌的 envious 嫉妒的;羡慕的 ‎ nervous焦虑的 relaxed 轻松的;自在的 shy 害羞的 patient有耐性的 miserable悲惨的 upset难过的;失望的 calm镇定的;平静的 anxious焦急的 ‎ 第一课时 课时内容 ‎ A Let’s learn ;Write and say 课时分析 本课时是人教版六年级上册第六单元第一课时。围绕“How do you feel?”的话题展开,学习单词feel, angry, afraid, sad, worried, happy及句型主语+be+表示情绪的形容词表达情绪和心理状态的表达。引导学生关注他人,激发学生学习英语的兴趣,树立学好英语的信心。第一课时是本单元的基础,本课时的重点是四会单词的掌握、核心句型的掌握。‎ ‎ 本课时包括Let’s learn 和Write and say两个版块。Let’s learn通过展示Sarah 和小猫在不同生活事件中的状态和情绪,体现了单词的词形和意义。此情境的设置真实,贴近学生的生活,更能激发学生学习的兴趣。Write and say版块是一个综合性的语用活动,目的是让学生结合自己的生活经验,判断人物情绪和心理状态,巩固运用A部分所学的词汇与句型。‎ ‎ 本课的词汇教学利用教材中的情景展开,遵循以学生为主体的原则,运用情景教学法、愉快教学法等,调动全体学生的积极参与,引导学生自主学习。‎ 课时目标 ‎ (1)能够听、说、读、写单词:feel, angry, afraid, sad, worried, happy ‎ (2)能够运用上述单词描述自己、他人或动物的各种情绪和心理状态。‎ ‎(3)能够运用句型主语+be+表示情绪的形容词,表达人物和动物的情绪和心理状态。‎ ‎(4)引导学生关注他人,激发学生学习英语的心情,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:feel, angry, afraid, sad, worried, happy ‎(2)能够运用上述单词描述自己、他人或动物的各种情绪和心理状态。‎ ‎(3)能够运用句型主语+be+表示情绪的形容词,表达人物和动物的情绪和心理状态。‎ ‎2.难点 ‎ 核心句型的灵活运用。‎ 教学准备 ‎ 多媒体课件、图片、录音机、磁带、卡片 教学过程 Step 1 Warm up ‎ 1. Greeting T: Good morning, everyone. ‎ Ss: Good morning, teacher.‎ T: How are you today? ‎ Ss: I’m fine, thank you. And you?‎ T: I’m fine, too. Are you ready for English class?‎ Ss: Yes. ‎ ‎2. Enjoy a song.‎ T: I have a song for you. Let’s enjoy. ‎ ‎(播放歌曲If you’re happy, clap your hands.学生欣赏。)‎ 教学资源:课件 设计意图:活跃了课堂气氛,感知本课时的核心词汇。‎ Step 2 Lead in T: Boys and girls, how do you feel?(板书句子,教学单词feel,理解句子,齐读句子。) Are you happy?‎ Ss: Yes.‎ T: Look at the picture. What’s this?(呈现Sarah和她的猫的图片)‎ Ss: It’s a cat.‎ T: Who is she?‎ Ss: She’s Sarah.‎ T: What are they doing? How does Sarah feel? How does Sarah feel? Let’s learn together.‎ 教学资源:图片 设计意图:通过谈话自然的导入正文。‎ Step 3 Presentation ‎1. Let’s learn ‎(1) Look at picture1.(课件呈现A Let’s learn版块第一幅插图)‎ ‎ T: Look at the cat. It broke the cup. How does Sarah feel now?‎ Ss: She is angry.(引导学生回答,板书单词angry,带读,拼读)‎ ‎ T: How does the cat feel?‎ ‎ S2: The cat is afraid.(引导学生回答,板书单词afraid,教读,拼读,齐读)‎ ‎ T: If you were Sarah, what will you say to the cat? If you were the cat, what will you do?‎ ‎ (组织学生讨论,交流看法)‎ ‎(2) Look at picture 2. What about the cat?‎ Ss: The cat is ill.‎ T: Yes, so Sarah is ...(板书单词sad,结合字母a的发音规则,自己拼读,指名读,齐读)‎ Ss: Sarah is sad.‎ T: If you were Sarah, what will you say to the cat?(互相讨论,分享看法)‎ ‎(3)用同样的方法学习第三幅图和第四幅图,教学单词worried, happy。‎ ‎(4)升降调领读新单词。‎ ‎(5)听录音跟读单词,两人练读单词。‎ ‎(6)带读板书句子,齐读板书句子,总结板书句型。(强调系动词的变化)‎ 教学资源:课件 设计意图:利用教材中的情景展开教学,激发学生学习的兴趣,帮助学生更好的理解和运用。‎ ‎2. Write and say.‎ ‎(1)课件呈现教材插图,与学生讨论插图。‎ ‎(2)独立完成书写活动。‎ ‎(3)互相交流。‎ 设计意图:巩固和运用Let’s learn所学的词汇和句型。‎ Step 4 Practice 2. 翻卡片,说句子。‎ 教师把等词卡面朝下贴在黑板上,请一名学生随意翻开其中一张,全体学生问:How do you feel? 如果翻开的是sad,该生说Sad, sad, I’m sad. 也可以引导学生补充产生这种情绪或心理状态的原因。‎ 教学资源:词卡 设计意图:训练学生在句子环境中操练核心词汇。‎ ‎2.“变脸”活动 请一名学生到讲台前,面向全体学生,呈现不同的表情,其他学生用句子描述。如做出生气的表情,其他学生说:xxx is angry.‎ 设计意图:通过有趣的表演,调动全体学生的积极性,巩固了核心词汇和句型。‎ Step 5 Summary T: What did you learn about this lesson?‎ ‎ 学生归纳。‎ ‎1. 学习了表示情绪和心理状态的单词angry, afraid, sad, happy, worried ‎2. 学习了表达人物或动物的情绪和心理状态的句型:‎ ‎ 主语+be+表示情绪、心理状态的形容词 设计意图:引导学生自己归纳,加深对知识的记忆。‎ 课堂作业 一、按要求写单词。‎ happy 反义词 worry 形容词 ‎1. 2. ‎ feel 英译汉 her 主格 ‎ 3. 4.‎ 二、单项选择。‎ ‎( )1. How ______you feel?‎ A. do B. are C. does ‎( )2. Sarah’ s father is ill. She is______.‎ A. happy B. sad C. angry ‎( )3. I ______ happy, because my mom is going to Beijing with me.‎ A. is B. are C. am 三、看图补全句子。‎ ‎1. They _________ _________.‎ ‎2. The boy _________ _________.‎ Answers:‎ 一、1.worried 2.sad 3.she 4.感觉 二、1.A 2.B 3.C 三、1.are happy 2. is afraid 板书设计 ‎ Unit 6 How do you feel?‎ A Let’s learn ‎ The cat is afraid. Sarah is angry. ‎ ‎ The cat is ill. Sarah is sad. ‎ ‎ Sarah and the cat are worried.‎ ‎ They are happy. ‎ ‎ (主语+be+表示情绪、心理状态的形容词) ‎ ‎ ‎ 第二课时 课时内容 A Let’s try ;Let’s talk 课时分析 本课时是人教版六年级上册第六单元的第二课时,与第一课时紧密相连,围绕“‎ 心情和感受”展开话题。本节课主要是通过谈话的情景学习单词chase, mice, bad, hurt,继续学习表达心情和感受的句子be +表示情绪的形容词。鼓励学生积极发言,继续培养学生对英语的学习兴趣。在第一课时中句型核心句型的学习,为本课时的教学做好了铺垫。本课时的重点是对话的理解和和核心句型的正确运用。‎ 本课时包括Let’s try 和 Let’s talk 两个版块。Let’s try是听力训练,呈现了Sarah 和Sam由于天气寒冷无法外出,在家里讨论可以做什么的情景。通过听力练习使学生获得A Let’s learn 版块的人物及场景信息。Let’s talk通过呈现Sarah 和Sam在家谈论所看的动画片的场景,引出核心句型be +表示情绪的形容词。谈论动画片,是学生们都非常感兴趣的话题,更能激发学生求知的欲望和想要用英语表达的欲望。‎ 本课时词汇的教学,要借助于一定的语境,肢体语言,图片等方法帮助学生学习和理解。‎ 对话教学采用游戏复习旧知,借助教材设置的情境学习新知,最后再用小组活动、游戏等方法巩固新知,引导学生更好的理解和运用语言。‎ 课时目标 ‎1. 能够听、说、认读单词:chase, mice, bad, hurt ‎2. 能够在情景中运用句型be +表示情绪的形容词,表达心情和感受。‎ ‎3. 能够理解对话大意。‎ ‎4. 能够用正确的意群及语音、语调朗读对话。‎ ‎5. 鼓励学生积极发言,继续培养学生对英语的学习兴趣。‎ 课时重难点 ‎1.重点 ‎(1)能够听、说、认读单词:chase, mice, bad, hurt ‎(2)能够在情景中运用句型be +表示情绪的形容词,表达心情和感受。‎ ‎(3)能够理解对话大意。‎ ‎2.难点 句型be +表示情绪的形容词的正确运用。‎ 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: Good morning boys and girls.‎ Ss: Good morning, teacher.‎ T: How do you feel?‎ S1: I feel ...‎ ‎...‎ ‎2. Review some words.‎ ‎ 课件呈现不同表情的脸,学生根据表情拼出单词。‎ ‎ 如:呈现笑脸图,学生说出happy, H-A-P-P-Y, happy.‎ 教学资源:课件 设计意图:巩固上节课所学的核心词汇,为本课的学习做好铺垫。‎ ‎3. Play a game.‎ ‎ 教师请几名自告奋勇的学生到讲台前,其他学生说句子,这几名学生根据学生说的句子做出表情。如:xxx is sad. xxx这名学生听到后作出伤心的表情。‎ ‎ 设计意图:游戏的运用,调动了学生的积极性,巩固了上节课所学的句型。‎ Step 2 Lead in ‎ Let’s try.‎ ‎(1)T: Look at the picture. Who are they?(呈现教材插图)‎ Ss: They are Sarah and Sam.‎ T: Look out of the window. What’s the weather like? ‎ Ss: It’s cold/windy. ‎ ‎ T: It’s cold outside. Where are they? Guess?‎ ‎ (2)Listen to the tape and answer question 1.‎ ‎ (3)T: If you are at home, what will you do?‎ S1: I will read books/...‎ ‎...‎ T: What will Sarah and Sam do?‎ ‎ (4)Listen to the tape again and answer question 2.‎ ‎ (5)T: What film will they watch? Let’s learn “Let’s talk”.‎ 教学资源:课件、录音机 设计意图:听力的练习,使学生获得A Let’s learn ‎ 版块的人物及场景信息,为正式的进入对话学习做好准备。‎ Step 3 Presentation Let’s talk ‎1.带着问题快速浏览课文。‎ What film do they watch?‎ 设计意图:整体感知文本获取信息。‎ ‎2.学习课文。‎ ‎ a.再次读课文,获取信息。‎ ‎ b.小组讨论问题,指名回答问题。‎ ‎ What does the cat do? What does he often do? Why does he do that?‎ ‎(在学生回答问题的同时,课件适时的呈现相关语句He chases the mice. Because the mice are bad. They hurt people.并教学单词chase, mice, bad, hurt,理解句子)‎ ‎ c. T: How do the mice feel?‎ ‎ Ss: They are afraid of him.(课件呈现句子,教学词组be afraid of,理解句子,齐读句子)‎ ‎ T: How does the cat feel?‎ ‎ Ss: He is angry with them.(课件呈现句子,教学词组be angry with,理解句子,齐读句子)‎ ‎ d. 课件呈现句子Maybe our cat is chasing a mouse now. 教学引导学生看图理解句子的意义。 ‎ 教学资源:课件 设计意图:在学习课文的过程中,采取小组合作的方式,照顾了每个学生,降低了学习的难度。‎ ‎3.听录音跟读课文,分角色朗读课文。‎ 设计意图:通过不同形式的读,培养学生的语感。‎ Step 4 Practice ‎1.小组活动 ‎ 教师展示P58不同情景的图片,组织学生小组讨论 What is she/he doing? How do you feel? What will you do when you see this? ‎ ‎2.“手指游戏”‎ ‎ 学生用彩笔在自己的手指上画上不同的表情,然后与自己的同桌互相用How does he/she ‎ feel? He/She is angry/sad...句型交流。 ‎ 教学资源:教材插图 设计意图:通过不同的活动,帮助学生巩固和运用核心句型。‎ Step 5 Summary T: What did you learn about this class?‎ ‎ 学生自由发言。‎ ‎1.学习了单词chase, mice, bad, hurt及词组be afraid of, be angry with。 ‎ ‎2.学习了运用句型be +表示情绪的形容词,表达心情和感受。‎ 设计意图:自己总结有利于学生对知识归纳能力的培养。‎ 课堂作业 一、单项选择。‎ ‎( )1.—What’s this cartoon_________?‎ ‎ —It’s about a cat.‎ A. in B. about C. at ‎( )2. The _________ are bad.‎ ‎ A. mouse B. mice C. cats ‎( )3. Your cat is _________ a mouse now.‎ ‎ A. chase B. chasing C. chases ‎ ( )4. Amy is afraid _________ the dog.‎ A. of B. to C. for 二、给下列句子中的画线部分选择正确的汉语。‎ ‎ ( )1. The cat is a police officer.‎ ‎ A. 警局 B. 警察 C. 邮递员 ‎ ‎ ( ) 2. They hurt people.‎ ‎ A.(使)受伤 B. 痛苦 C. 抓住 ‎ 三、连词成句。‎ ‎ 1. do, feel, how, you(?)‎ ‎ _______________________________________________‎ ‎ 2. is, Tom, with, them, angry(.)‎ ‎ _______________________________________________‎ ‎ 3. happy, are, her , and, Sarah, cat(.)‎ ‎ _______________________________________________‎ Answers: ‎ 一、1.B 2.B 3.B 4.A ‎ 二、1.B 2.A 三、1.How do you feel?‎ ‎2. Tom is angry with them.‎ ‎3. Sarah and her cat are happy.‎ 板书设计 ‎ ‎ ‎ A Let’s talk angry hurt people ‎ a cat police officer mice(复数)‎ mouse(bad)‎ afraid chase ‎ ‎ ‎ ‎ 第三课时 课时内容 ‎ B Let’s learn ;Play card games 课时分析 本课时是人教版六年级上册第六单元第三课时。围绕“Solve the problem”的话题展开,引导学生学习词组see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten及句型What should I do? You should...的表达。引导学生关心他人,为他人所想,激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。前两课时表达他人的情绪和心理状态句型的学习,为本课时的做了很好的铺垫。本课时的重点是四会词组的掌握以及能够运用熟练运用句型You should...提出合理建议。‎ 本课时包括Let’s learn 和Play card games两个版块。Let’s learn通过呈现 陈杰、吴一凡、Mike和Oliver在不同情境中表现的不同情绪和感受,以及教师、父母和朋友分别提出了针对性的建议来疏导他们情绪的场景,引出了重点词组和句型You should...此情景贴近学生的实际生活,很能激起学生学习的兴趣。Play card games版块通过让学生抽取卡片,两人一组根据与卡片上显示的情绪和感受,分别寻求建议和给与合理建议,从而达到在真实的语境中交流语言的目的。‎ 本课时虽然是新授课,但是单词see,doctor, do,exercise, wear,warm, clothes,count, to, ten, take在四、五年级的教材中已经学过,句型We should...在第五单元也已经接触过。在本课的教学中,我利用教材中的情景展开教学,运用情景教学法、愉快教学法等多种教学方法,调动全体学生的参与,引导学生自主学习。‎ 课时目标 ‎1. 能够听、说、读、写词组:see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten ‎2. 能够运用上述词组疏导他人情绪提出建议。‎ ‎3. 能够听、说、运用句型You should...提出合理建议。‎ ‎4. 引导学生关心他人,为他人所想,激发学生学习英语的热情,保持对英语学习的兴趣,树立学习英语的信心。‎ 课时重难点 ‎1. 重点 ‎(1)能够听、说、读、写词组:see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten ‎(2)能够运用上述词组疏导他人情绪提出建议。‎ ‎(3)能够听、说、运用句型You should...提出合理建议。‎ ‎2. 难点 熟练运用句型You should...提出合理建议。‎ 教学准备 视频、课件、词卡、录音机、磁带、一顶帽子 教学过程 Step 1 Warm up ‎ ‎1. Greeting ‎ T: How are you, everybody? ‎ ‎ Ss: I’m fine, thanks. And you?‎ T: Very well, thanks. ‎ ‎2. Let’s sing T: Now, let’s sing a song together .Ok?‎ Ss: Ok. ‎ ‎(播放歌曲If you’re happy, clap your hands,师生边做动作边唱歌。)‎ ‎ 教学资源:录音机或课件 ‎ 设计意图:拉近了师生之间的距离,活跃了课堂气氛,吸引了学生的兴趣,为本课的教学打下了良好的开端。‎ Step 2 Lead in ‎1.Ask and answer T: Good. Boys and girls, how do you feel now?‎ Ss: We are happy.‎ T: How do you feel now?(教师呈现angry, worried, sad等图片,学生根据图片回答。)‎ S1: I’m angry.‎ S2: I’m worried.‎ ‎...‎ 教学资源:图片 设计意图:复习和巩固所学词汇和句型,为学习新知做好准备。‎ ‎2. 教师呈现不同的人遇到问题并自行解决问题的视频,引出主题:Solve the problems.‎ 教学资源:视频 设计意图:从真实的情境引出主题,更能激发学生学习的兴趣。‎ Step 3 Presentation ‎1.Teaching the phrases “see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten”‎ ‎ (1) T: Have you met any problems before? What problem was it? What should you do?(请一到两名学生谈论曾经遇到的问题,解决办法和当时的感受等。‎ ‎ (2) T: Look at the pictures. Who are they?(课件呈现教材插图)‎ ‎ Ss: Chen Jie, Wu Yifan, Mike and Oliver.‎ ‎ T: They had met some problems, too. What should they do?‎ ‎(3) Learn “see a doctor” ‎ T: Who is she ?(课件呈现第几幅图)‎ Ss: Chen Jie.‎ T: How does she feel?‎ S1: Not well.‎ T: Yes. She is...‎ Ss: Ill. (板书单词ill)‎ T: What should she do?‎ S2: See a doctor.(板书词组see a doctor,理解词组,带读词组,齐读词组)‎ ‎ T: She should see a doctor.(板书单词should, 指名读,齐读,拼读,带读句子)‎ ‎(4) Learn “do more exercise”‎ ‎ T: Who is he?‎ ‎ Ss: Wu Yifan.‎ ‎ T: What is he doing?‎ ‎ Ss: He’s running.‎ ‎ T: He can’t run fast. What should he do?‎ ‎ S1: Do morning exercises.‎ ‎ T: He should do more exercise.(板书词组do more exercise,讲解more,理解词组,指名读,齐读)‎ ‎(5)用同样的方法教学wear warm clothes, take a deep breath, count to ten.(注意在教学过程中以旧词引新词,自然拼读的方法教学单词)‎ ‎(6)听录音跟读词组。‎ ‎(7)两人练读词组,齐读词组。‎ 教学资源:课件、录音机、磁带 设计意图:先引导学生结合自身讨论和主题相关的话题,然后利用教材中的情景展开词汇教学,并在教学构成中注意用以旧引新、自然拼读等方法帮助学生更好的学习。‎ ‎2. Teaching “You should...”‎ ‎(1)课件呈现Let’s learn四副插图,学生用句型She/ He should ...描述每幅图。‎ ‎(2)T: Look at me. I’m strong now. What should I do?(板书句子,理解句子,齐读句子) ‎ ‎ Ss: You should do more exercise. ‎ ‎ T: I am angry now. (做出生气的表情)What should I do?‎ ‎ S1: You should take a deep breath and count to ten.‎ ‎ ...‎ ‎(3)总结should的用法。‎ 设计意图:通过教师做不同的表情、动作,引导学生用You should...句型描述。将教师自己做为道具,更能激发学生学习的热情,激起学生表达的欲望。‎ Step 4 Practice ‎1. Play card games ‎ 两人一组拿出自制卡片cold, ill, angry, worried等,然后轮流抽取卡片和给出建议。‎ A: What should you do? B: You should... ‎ 教学资源:词卡 设计意图:巩固B Let’s learn版块中表达情绪和提出建议的词汇和句型。‎ ‎2. Express yourself ‎ 教师将学生分成几个组,每组选择一张表示情绪的图片。教师请一名学生戴上帽子,扮演心理医生提问:angry, angry, who is angry? 选中angry的图片的小组说:Angry, angry, I’m angry. 扮演心理医生的学生回应相应的疏导情绪的句子。‎ 设计意图:活跃课堂气氛,训练学生对核心句型的使用。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言并总结。‎ ‎1.学习了词组:see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten ‎2.学习了寻求解决问题的方法及提出建议、疏导情绪的句型:‎ What should ... do? ... should...‎ 设计意图:将本节课所学的知识进行归纳,加深对知识的理解和记忆。‎ 课堂作业 一、选出不是同类的单词。‎ ‎( )1. A. doctor B. coach C. mother ‎ ‎( )2. A. can B. give C. should ‎( )3. A. clothes B. worried C. happy ‎( )4. A. do B. breath C. see ‎ 二、单项选择。‎ ‎( )1. Mike is ill. He should ________ a doctor. ‎ A. see B. sees C. look ‎( )2. I’m ________. I should wear warm clothes.‎ A. hot B. cold C. angry ‎( )3. You’re too fat. You should do ________ exercise.‎ A. many B. much C. more 三、连词成句。‎ ‎1. I, what, do, should(?)‎ ‎_________________________________________‎ ‎2. a, you, take, deep, should, breath(.)‎ ‎_________________________________________‎ ‎3. does, how, feel, Sarah(?)‎ ‎_________________________________________‎ Answers:‎ 一、1.C 2.B 3.A 4.B 二、1.A 2.B 3.C 三、1.What should I do?‎ ‎2.You should take a deep breath.‎ ‎3. How does Sarah feel(?)‎ 板书设计 ‎ B Let’s learn ‎ ‎ ‎ What should I do?‎ ‎ (应该)see a doctor ‎ do more exercise ‎ You should wear warm clothes ‎ ‎ take a deep breath ‎ count to ten ‎ ‎ ‎ 第四课时 课时内容 B Let’s try; Let’s talk 课时分析 本课时是人教版六年级上册第六单元第四课时,与第三课时紧密相连。继续围绕“疏导他人情绪、提出建议”的话题展开,主要通过对话学习询问他人状况的句型What’s wrong?及提出建议的句型Don’t ... ... should...并对学生进行不能以自我为中心,要关心他人,为他人着想的德育教育。第三课时中句型...should...的学习,为本课时起到了铺垫的作用。本课时的重点是核心句型的运用。‎ 本课时包括Let’s try和Let’s talk两个版块。Let’s try通过Sarah父母对话的场景呈现了Let’s talk版块的人物和场景信息。Let’s talk版块通过Sarah, Sam和母亲的对话,让学生感知He should... Don’t ...的语义和语用情景。此版块讲述的是Sarah的父亲生病,不能带他们去公园的事情。情景真实,有教育意义,很能激起学生学习的兴趣。‎ 在设计本课教学过程时,‎ 我首先采用游戏、认读词组的方法,帮助学生回忆和巩固上节课的知识,然后采用整体感知对话、局部处理语言、模仿对话的方法学习对话,最后用表演对话、角色扮演等方法巩固对话。‎ 课时目标 ‎1. 能够理解对话大意。‎ ‎2. 能够用正确的语音、语调朗读对话。‎ ‎3. 能够听、说、读、写句型:He should see a doctor. Don’t be sad.‎ ‎4. 能够在情景中运用句型Don’t ... ... should...提出建议。‎ ‎5. 能够使用What’s wrong?询问他人状况。‎ ‎6. 对学生进行不能以自我为中心,要关心他人,为他人着想的德育教育。‎ 课时重难点 ‎1. 重点 ‎(1)能够理解对话大意。‎ ‎(2)能够听、说、读、写句型:He should see a doctor. Don’t be sad.‎ ‎(3)能够在情景中运用句型Don’t ... ... should...提出建议。‎ ‎(4) 能够使用What’s wrong?询问他人状况。‎ ‎2. 难点 核心句型的综合运用。‎ 教学准备:‎ 课件、录音机、磁带、纸箱 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, boys and girls.‎ Ss: Good morning, teacher.‎ ‎ T: How do you feel today?‎ Ss: I’m happy.‎ T: Are you ready for English class?‎ ‎ Ss: Yes.‎ ‎ 2. Play a game.‎ ‎ 教师在桌子上放置一些angry, sad,‎ ‎ ill等词卡,请几名学生任意抽取词卡,边说边做动作,如:I am ill.(做出生病的样子)其他学生提出建议。‎ ‎3. Read the phrases.‎ ‎ 教师呈现see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten 的词组,学生认读。‎ ‎.教学资源:词卡 设计意图:游戏的设计,词卡的认读,调动了全体学生积极性,复习和巩固了上节课的知识。‎ Step 2 Lead in ‎1. Let’s try ‎(1)T: Oh, it’s .. o’clock. It’s time for English class. What time is it now?(课件呈现7点钟的图片)‎ Ss: It’s seven o’clock.‎ T: It’s time to get up. Who is talking? Doctors or parents? Guess. ‎ Ss: Parents.‎ T: What are they talking about? ‎ ‎(2)带着问题听录音。‎ ‎(3)学生圈出答案。‎ ‎(4)师生核对答案。‎ 教学资源:录音机、磁带 设计意图:先预测,做到有目的的听录音,提高学生的听力技巧。‎ ‎2. T: Look at the picture.(课件呈现B Let’s talk教材插图)Who are they?‎ ‎ Ss: Sarah, Sam and their mum.‎ ‎ T: What are they talking about? Let’s learn the text together.‎ ‎ 教学资源:课件 设计意图:通过谈论图片自然的引起下文。‎ Step 3 Presentation ‎1. Learn the text ‎(1) 学生看图预测对话内容。‎ T: Look at the picture. How do they feel? What happened?(学生发挥想象,预测内容)‎ ‎ (2) 自读课文,整体感知对话,并回答问题。‎ ‎ How does Sam feel? Why?‎ ‎ (3) 学习对话。‎ T: Sam can’t go to the zoo today. He feels sad. What should he do?‎ S1: Don’t be sad.(板书句型Don’t be sad,理解句子,齐读句子)‎ S2: You can go to the zoo next time.‎ ‎...‎ T: What’s wrong with his father? (板书句子What’s wrong?教学单词wrong,联系上下文讲解句子,理解句子,齐读句子)‎ ‎ Ss: He’s ill.‎ T: How does he feel?‎ Ss: Not well. ‎ ‎ T: What should Sam’s father do?‎ ‎ S1: He should see a doctor this morning.‎ ‎ T: What will ‎ ‎ (4)T: If you were Sarah and Sam, what should you do?(学生自由发言,并适时对学生进行关心他人,为他人着想的德育教育)‎ ‎2. 播放录音,学生跟读课文,分角色朗读课文。‎ ‎3. 两人一组仿编课文,指组真实的表演课文。‎ 教学资源:课件、录音机、磁带 设计意图:通过整体感知语言,处理局部语言,模仿语言,创编语言的方法,帮助学生更好的学习语言、理解语言和运用语言。‎ Step 4 Practice ‎1. 情景表演活动 ‎ (1)呈现Act your friends版块中的图片,请学生观察人物的情绪,小组讨论并提出建议,全班分享。(注意向学生渗透关心朋友,给朋友提出合理建议,帮助他人的思想)‎ ‎ (2)四人小组根据提供的文本,模拟情景进行表演。‎ ‎ 参考句型:What’s wrong? ‎ ‎ How do you feel? ‎ What should I do?‎ ‎ ...‎ 设计意图:训练学生综合运用核心句型的能力。‎ ‎2.“我是小帮手”游戏 ‎ 每个学生写一张小纸条,如:I’m very sad. What should I do? 放进教师提前备好的纸箱里。请几名学生轮流抽取纸条,并读出纸条的内容,小组讨论,用... should... Don’t ...提出建议。‎ 教学资源:纸箱 设计意图:游戏的运用,活跃了课堂气氛,吸引了全体学生的兴趣,达到了在真实语境中巩固语言、运用语言的目的。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言。‎ ‎ 1.学习了提出建议的句型:Don’t ... ... should...‎ ‎2. 学习了询问他人状况的句型:What’s wrong?‎ 设计意图:引导学生自己归纳知识点,加深对知识的理解和记忆。‎ 课堂作业 一、用单词的适当形式填空。‎ ‎1. Don’t _______ angry.(be)‎ ‎2. How _______ Lisa feel?(do)‎ ‎3. We should do more_______. Keep our body healthy.(exercise)‎ ‎4. _______ father is ill.(you)‎ 二、问答连线。‎ ‎ Ⅰ栏 Ⅱ栏 ‎ 1. What’s wrong? A. They will go to the park. ‎ ‎ 2. How do you feel, Amy? B. I’m ill.‎ ‎ 3. What should Mike do? C. I’m happy.‎ ‎ 4. What will they do? D. He should take a deep breath.‎ 三、选择合适的句子补全对话。‎ Mom: It’s seven o’clock. 1.___________________‎ Ann: Ok, mum.‎ Mom: 2.___________________‎ Ann: I have a headache.3. ___________________‎ Mom: Oh. How do you feel now?‎ Ann: 4.___________________‎ Mom: 5.___________________ Let’s go to the hospital now.‎ A. Not well.‎ B. It’s time to get up.‎ C. You should see a doctor.‎ D. What’s wrong?‎ E. I think I can’t go to school.‎ Answers:‎ 一、1.be 2. does 3. Exercise 4. Your 二、1.B 2.C 3.D 4.A 三、1.B 2.D 3.E 4.A 5.C 板书设计 ‎ B Let’s talk ‎ 询问他人状况的句型:What’s wrong?‎ 提出建议的句型...should...‎ ‎ Don’t...‎ ‎ ‎ 第五课时 课时内容 ‎ B Read and write 课时分析 本课时是人教版六年级上册第六单元第五课时。围绕“Robin和蚂蚁的故事”展开,主要通过阅读文本学习词汇sit, grass, hear, ant, stuck, worry, mud, pull, everyone及能够通过推理,完成一系列的活动。向学生渗透不要以貌取人,明白团结的力量和乐于助人的道理。本课时是第六单元知识的拓展和延伸。前几课时词汇、对话的学习为本课时的学习做好了铺垫。‎ 本课时的重点是词汇的理解和通过阅读文本完成一系列的活动。‎ ‎ 本课时Read and write分为读、写、语音三部分。第一部分要求学生阅读图片和文本,选择文章的主旨,并能按故事的发展给我图片排序。;第二部分概括文章内容的书写活动,先补全句子然后复述故事;第三部分为语音训练复述故事;第三部分为语音训练,知道英语中单词之间失去爆破的现象,掌握单词之间爆破的读法,并能在文本中正确朗读出来。文本通过讲述Robin和蚂蚁互相帮助的故事,讲述助人为乐给别人和自己都带来快乐的故事。事的情节生动、有趣,非常吸引人,大大的提高了学生的阅读兴趣。‎ ‎ 本课时词汇的学习,对于学生来说有一定的难度。教师要结合图片、简笔画、一定的语境帮助学生理解。文本的学习遵循以学生为主体,教师为主导的原则,采取小组合作的方式,全面调动学生的参与,引导学生自主学习,培养良好的阅读习惯和技巧。‎ 课时目标 ‎ (1)能够听、说、认读单词和短语:sit, grass, hear, ant, stuck, worry, mud, pull, everyone ‎ (2)能够在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题。‎ ‎(3)能够根据阅读获取的信息完成缩写活动并能口头复述故事。.‎ ‎(4)知道英语中单词之间失去爆破的现象,能够在文本中找出并正确的朗读。‎ ‎(5)向学生渗透不要以貌取人,明白团结的力量和乐于助人的道理。‎ 课时重难点 ‎1.重点 ‎(1)能够在语篇中捕捉不同类型的信息,提炼出文章的主旨大意,完成排序题。‎ ‎(2)能够根据阅读获取的信息完成缩写活动并能口头复述故事。.‎ ‎(3)知道英语中单词之间失去爆破的现象,能够在文本中找出并正确的朗读。‎ ‎2.难点 ‎(1)词汇的认读和理解。‎ ‎(2)能够通过阅读获取的信息完成缩写活动并能口头复述故事。‎ 教学准备 ‎ 多媒体课件、卡片、录音机、磁带、Robin的图片 教学过程 Step 1 Warm up ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today?‎ Ss: Fine, thank you. And you?‎ T: I’m fine, too.‎ ‎2. Let’s sing.‎ ‎ 教师播放歌曲The Way I Feel,学生先欣赏然后拍手跟唱。‎ 教学资源:录音机、磁带 设计意图:歌曲的运用,调节了课堂气氛,吸引了全体学生的注意力。‎ Step 2 Lead in ‎1. 画一画。‎ ‎(1)课件呈现afraid, happy, angry, sad的词卡,学生认读。‎ ‎(2)学生在教材中画出表情。‎ ‎2. T: What is it?(教师用简笔画在黑板上画出蚂蚁)‎ ‎ S1: It’s an ant.‎ ‎ T: What’s this?(呈现Robin的图片,并找到黑板上)‎ ‎ Ss: Robin.‎ ‎ T: Yes. What happened to Robin and the ant? Today we’ll learn a story about Robin and the ant.‎ 教学资源:图片 设计意图:利用简笔画引出主题,更能吸引学生的兴趣。‎ Step 3 Presentation ‎1. 快速浏览故事,完成阅读理解第一题。‎ ‎ What does the story tell us?‎ 设计意图:初读课文,提炼文章的主旨大意。‎ ‎2. 再次细读文本。‎ ‎ (1)给句子排序,并用横线画出与每一幅图片相关的语句。‎ ‎ (2)小组讨论,整合意见。‎ ‎ (3)指名汇报。‎ 在学生汇报的过程中,结合图片、简笔画、联系上下文,适时的教学词汇,板书词汇。‎ ‎ 设计意图:借助于图片、简笔画、语境等手段,更好的帮助学生理解词汇。‎ ‎ 3. 播放录音,学生跟读录音,模仿录音。‎ 教学资源:录音机、磁带 设计意图:模仿正确的停顿、语音、语调,提高学生的口语表达能力。‎ ‎ 4. 分角色朗读故事,完成填空。‎ ‎(1) 小组分角色朗读课文。‎ 两人是旁白,一人是Robin,一人是蚂蚁朗读故事。‎ ‎(2) 师生分角色朗读课文。‎ ‎ 教师是旁白,男生是Robin,女生是蚂蚁。‎ ‎(3) 小组讨论完成填空。‎ a. It’s a ______ morning. Robin is going to _____ on the grass when he hears, “Wait!”‎ b. The ant is________.‎ c. It’s______. Robin is stuck in the ______and_______________.‎ d. The ants are strong. They_________________.‎ e. Now everyone_________________________.‎ ‎ (4) 师生共同整理答案。‎ ‎ (5) 带读句子,练读句子。‎ 设计意图:分角色阅读故事,更能调动学生读的兴趣,提高阅读的能力。‎ ‎5. 学生小组内复述故事,指几名学生复述故事。(向学生渗透不要以貌取人,明白团结的力量和乐于助人的道理)‎ 设计意图:复述故事培养了学生的口头表达能力和语言概括能力。‎ ‎6. 完成Tips for pronunciation.‎ ‎ (1)课件呈现语音版块的单词。‎ ‎ (2)听录音跟读,找出规律。‎ ‎ (3)教师讲解单词之间的失去爆破的现象及发音方法。‎ ‎ (4)在文中找出更多同类现象,用曲线画出,请学生朗读。‎ 教学资源:录音机、磁带 设计意图:先跟读感受单词间失去爆破的现象,自己尝试找出发音规律,然后教师讲解,巩固练习,更好的帮助学生记忆。‎ Step 4 Practice 课本剧表演 将全班学生分成几个组,组长给组员安排好角色后,小组内练习表演Robin和蚂蚁的故事,然后全班内表演,并评出最佳表演组。‎ 教学资源:自备道具 设计意图:课本剧表演调动全体学生的积极参与,更好的帮助学生理解故事,同时培养学生的合作意识。‎ Step 5 Summary T: What did you learn about this class?‎ 学生自由发言,教师引导学生整合和归纳知识点。‎ ‎1.学习了一些单词和词组 sit, grass, hear, ant, stuck, worry, mud, pull... out of, everyone ‎2.学习了Robin和蚂蚁的故事,明白了一个道理:‎ ‎ We should always be nice to each other.‎ ‎3.知道英语中单词之间失去爆破的现象。‎ 设计意图:师生共同整理和归纳,强调了重点,深化了知识。‎ 课堂作业 完全形式 let’s hear 同音词 一、按要求写单词。‎ ‎ 1. 2. ‎ will not 缩写形式 ‎ 3. say 三单形式 4.‎ ant 英译汉 ‎ 5. ‎ 二、单项选择。‎ ‎( )1. They pull him out _______ the water.‎ A. for B. of C. on ‎( )2. Everyone_______ happy.‎ A. is B. are C. am ‎( )3. It’s a _______ day.‎ A. sunny B. sun C. rain ‎( )4. 当你想要安慰你的朋友,可以说:_______.‎ ‎ A. Don’t worry. B. Don’t worried. C. Not well.‎ 三、连词成句。‎ ‎1. Robin, in, is, the, mud, stuck(.)‎ ‎_______________________________________‎ ‎2. going, to, he, is, on, sit, grass, the(.) ‎ ‎_______________________________________‎ ‎3. are, strong, they(.)‎ ‎_______________________________________‎ Answers:‎ 一、1.let us 2. here 3. says 4. won’t 5. 蚂蚁 ‎ 二、1.B2.A3.A4.A 三、1. Robin is stuck in the mud.‎ ‎2. He is going to sit on the grass.‎ ‎3. They are strong.‎ 板书设计 ‎ B Read and write Robin and the ant ‎ ‎ Robin图片 蚂蚁简笔画 ‎ ‎ stuck ‎ ‎ Don’t worry.‎ 别担心。‎ pull...out of mud We should always be nice to each other.‎ ‎ ‎ 第六课时 课时内容 ‎ B Let’s check;Let’s wrap it up C story time 课时分析 本课时是人教版六年级上册第六单元第六课时,与前几课时紧密相连。围绕“本单元的重点词汇和句型”展开。主要通过Let’s check检测本单元的A,B部分的核心词汇和句型。。Story time引导学生复习和巩固本单元所学语言,增加语言输入,激发学生阅读的兴趣。本课时是对前几课时重点知识的回顾,本课时的重点是复习和巩固本单元核心词汇和句型。‎ ‎ 本课时包括Let’s check、Let’s wrap it up 和story time三个版块。Let’s check分为听力匹配活动和听录音选择答案两个部分,引导学生学会从图片信息中推测考查点,有目的、有针对性地听录音,培养学生良好的听力习惯。Let’s wrap it up是一个词汇归类活动。Story time版块呈现的是Zip等待Zoom做爆米花的故事。此故事阅读性强,情节有趣,符合学生的心理,更能激发学生阅读的兴趣。故事的学习,除了复习巩固了表达感情的句型I’m...和提出建议的句型...should... Don’t...本单元句型,还介绍植物生长的知识。‎ ‎ 本课时话题比较多,不同的版块采取不同的方法。Let’s wrap it up 引导学生自己归纳、总结,培养学生的思维能力。Story time.采用初步感知、深入学习、角色体会等方式巩固和发展语言。‎ 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)复习和巩固本单元核心词汇和句型。‎ ‎(3)能够理解故事内容,并尝试表演故事。‎ ‎(4)培养学生学习英语的兴趣,增强团队合作意识。‎ 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)能够理解故事内容,并尝试表演故事。‎ ‎2.难点 能够表演故事,恰当运用故事中的语言。‎ 教学准备:‎ 课件、录音机、磁带 教学过程 Step 1 Warm up Greeting T: Good morning, everybody.‎ Ss: Morning, teacher.‎ T: How are you today?‎ Ss: I’m fine, thanks.‎ T:What’s the weather like today?‎ Ss: It’s sunny/windy…‎ T: How do you feel?‎ Ss: I’m...‎ T: Are you ready for English class?‎ Ss: Yes. We’re ready.‎ 设计意图:通过与学生之间互相聊天,拉进与学生之间的距离,为正式进入的学习而准备。‎ Step 2 Lead in ‎ ‎“我问你答”活动 ‎ 课件依次呈现happy, sad, angry, cold等情感和感受的图片,然后教师问学生:How are you feeling now?学生根据表情拍手回答。如:Happy, happy. I’m happy.(也可以男女生或分组进行活动)‎ 教学资源:课件 设计意图:有趣的问答,吸引了学生的学习兴趣,活跃了课堂气氛,同时复习了已学的知识,为Let’s wrap it up.做好铺垫。‎ Step 3 Presentation ‎1. Let’s wrap it up. ‎ ‎(1)指名认读happy, dad, angry, cold等单词,全班齐读。(教师课件展示上一个环节的单词)‎ ‎(2)小组讨论,补充更多的表示情感和感受的单词。‎ ‎(3)分类活动。‎ 表示感受的词汇 ill hungry cold warm hot...‎ 表示情感的词汇 sorry worried bad sad happy angry...‎ ‎ ‎ ‎(4)句子接龙。‎ ‎ 四人一组,每名学生依次说一句话。如第一个学生说:I feel hungry. 第二名学生说:You feel hungry and I feel happy.以此类推。‎ ‎(5)总结feel的用法。‎ ‎ feel后面跟表示感受和感情的形容词。‎ 教学资源:课件 设计意图:引导学生观察、讨论、总结,启发学生的思维,培养学生自主学生的意识。‎ ‎2. Let’s check.‎ ‎ (1) Listen and match.‎ ‎ a. 学生观察图片和文字信息,预测听力内容。‎ ‎ b. 播放录音,学生完成连线。‎ ‎ c. 师生核对。‎ ‎(2)Listen again and circle the right answers.‎ ‎ a. 学生自己读题,预测答案。‎ b. 再次听录音,学生选择正确的答案。‎ c. 师生核对。‎ 教学资源:录音机、磁带 设计意图:先猜测题意,做到有针对性的听录音,提高学生听力的技巧。‎ ‎3. Learn “Story time”‎ ‎(1)T: Ok, everyone. Look at here. What is this?‎ Ss: Popcorn.(板书单词popcorn, 指名读,齐读)‎ T: Do you like popcorn?‎ Ss: Yes.‎ ‎ (2)带着问题动画课件,整体感知。‎ ‎ What is this story about? ‎ ‎(3)学习故事。‎ a.呈现第一幅图,介绍故事背景。‎ ‎ T: Where are Zoom and Zip?‎ ‎ Ss: At home.‎ ‎ T: What are they doing?‎ ‎ Ss: They’re watching TV.‎ ‎ T: What will Zoom do?‎ ‎ Ss: He will make popcorn.‎ b.呈现第二至第四幅图。‎ ‎ How does Zip feel?(引导学生找出Zip在等待的过程中的心情,并板书单词happy, worried)‎ c.呈现第五至第六幅图。‎ ‎ T: What is Zoom doing?‎ ‎ Ss: He is making popcorn.‎ ‎ T: How does he do that?(课件呈现Zoom做爆米花的语句,了解Zoom没有做好爆米花的原因,带读语句,并猜测Zip此时的心情)‎ ‎ (4)再次欣赏故事,听录音跟读故事。‎ 教学资源:课件 设计意图:从整体感知故事,到深入学习故事,欣赏故事,跟读故事,逐步的引导学生,提高学生的阅读能力。‎ Step 4 Presentation ‎ 调整故事的文本,然后分组表演故事。‎ 设计意图:分角色表演故事,增加语言的输入,锻炼学生的口语交际能力,发挥学生的想象能力,培养学生的合作意识。‎ Step 5: Summary T: What did you learn about this lesson?‎ ‎1. 复习和巩固了单元的核心词汇和句型。‎ ‎2. 知道了feel后面跟表示感受和感情的形容词。‎ ‎3. 学习了一个有趣的故事。‎ 设计意图:学生自由发言,教师帮助整理归纳知识点。‎ 课堂作业 一、看图,选择与图片相符的选项。‎ ‎ 1. 2. 3. 4. ‎ ‎ ( ) ( ) ( ) ( )‎ A. angry B. happy C. sad D. afraid 二、单项选择。‎ ‎ ( ) 1. If I am ill, I should _______.‎ A. see a doctor B. count to ten C. listen to music ‎( )2. _______does Oliver feel?‎ ‎ A. What B. How C. Where ‎( )3.—Do you have _______ popcorn?‎ ‎ —Yes, I do.‎ ‎ A. some B. a C. any ‎( )4. 当你想表达“不要生气”时,可以说:_______‎ ‎ A. Don’t worry. B. Don’t angry. C. Don’t be angry.‎ 三、按要求完成句子。‎ ‎1. I feel warm(用Amy改写)‎ ‎ _______ _______ warm.‎ ‎2. should, Betty, more, do, exercise (.)(连词成句)‎ ‎ ______________________________‎ ‎3. I am sad.(就画线部分提问)‎ ‎ _______ _______ _______ _______?‎ ‎4. He’s making popcorn.(就画线部分提问)‎ ‎ _______ _______ _______ _______?‎ Answers:‎ 一、1.B 2.A 3.D 4.C 二、1.A 2.B 3.C 4.C 三、1. Amy feels 2. Betty should do more exercise.‎ ‎ 3. How do you feel? 4. What is he doing?‎ 板书设计 ‎ B Lets’ wrap it up C Story time ‎ ‎ happy, worried Zoom make popcorn Zip ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎
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