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1、PEP人教版六年级上英语Unit,4,I,have,a,pen,pal第三课时优质课教学设计The third period（第三课时） Part B Lets learn Listen, match and say 教学内容与目标 课时教学内容 课时教学目标 Lets learn 能能够听、说、读、写有关爱好爱好的词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking 能够结合语境，在第三人称单数的句子中正确运用上述词组，并能娴熟运用句型“Does he/she? Yes, he/she does./No,
2、 he/she doesnt.”进行提问并作答 Listen, match and say 能够依据听力连线，然后进行交谈 教学重点 1. 能够理解和驾驭本课时的重点词汇和句型。2.能够运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”进行提问并作答。教学难点 能够娴熟运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”进行提问并作答。教学打算 1.预习本课时的相关内容。2.PPT课件、课文录音、视频等。Teaching purpose 借助直观形象的图片快速复习上节课所学的单
3、词和词组，为下面的学习奠定语言表达的基础。教学过程 Step 1: Warm-up Revision Lead-in 1. Greetings. T: Good morning, boys and girls. In this class, if you can read the words loudly, correctly and clearly, you can get more points for your groups. The group which gets the most points will be the winner. 2. A quick review. Prese
4、nt the pictures of different hobbies. Lead students to review the words and the expressions. Revision: dancing, singing, reading stories, playing football, doing kung fu, swimming, climbing mountains, listening to music, watching Teaching purpose 由上节对话课出现的人物导入，通过设问引导学生初步感受一般现在时的一般疑问句，在与学生的交谈过程中，引导学生
5、复习上节课的核心词汇和句型。TV, playing the pipa, drawing cartoons (课件出示：先出示相关图片，后出示相应的单词或短语) 3. Enjoy a songMy new pen pal. (课件出示：歌曲My new pen pal的视频) 4. Lead-in. Present the picture of Zhang Pengs pen pal Peter. (课件出示：Peter的图片) T： Do you know who he is? Ss： He is Zhang Pengs pen pal Peter. T： Does he live on a
6、farm? Ss： Yes, he does. T： What are his hobbies? (课件出示：教材P38 Lets talk板块的图片及与Peter爱好对应的图片) Ss： He likes reading stories, doing kung fu, swimming and singing. T： Good job! John has a pen pal, too. （出示课件） Lets get to know about him. Teaching purpose 通过问题设置，引导学生在看的过程中有目的地关注文本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗
7、透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则改变。Step 2: Presentation 1. Learn the phrase “studies Chinese” and the key sentence structures. (1) Present the short video of “Lets learn”. （课件出示：教材P41 Lets learn板块的视频） Ask students to think about the two questions: Whats the name of Johns pen pal? (His name
8、is John, too.) Does he live in China, too? (No, he doesnt.) Write down the sentences “Does he live in China, too? No, he doesnt.” on the blackboard. T： Good job! He lives in Australia. （课件出示：澳大利亚的国旗和图片） Write down the words “Australia (country)” on the blackboard. T: What language do people speak in
9、 Australia? Ss: They speak English. T: Right. Look! Is John studying English now? （课件出示：教材P41 Lets learn板块的图二） Ss: No, he is studying Chinese. T: John lives in Australia, but he studies Chinese every day. He thinks Chinese is interesting and full of culture. Teaching purpose 通过问题设置，引导学生在看的过程中有目的地关注文
10、本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则改变。Write down the phrase “studies Chinese” and the sentence “He lives in Australia, but he studies Chinese.” on the blackboard. (2) Present the two phrases “study Chinese, studies Chinese”. （出示课件）Lead students to compare the two ph
11、rases and find the regulation. Let students learn the new phrases and read them after the recording. (3) Present the dialogue. （课件出示：教材P41 Lets learn板块的音频） Let students read it after the recording. Highlight the key sentences “Does he live in China, too? No, he doesnt.” （补充说明：引导学生关注第三人称的一般疑问句，在句中含有实
12、义动词时，要用does帮助构成句子，does本身并无实际词义，不用翻译。） Lead students to practice the dialogue in pairs like this: Teaching purpose 基于外国人对中国文化的深厚爱好创设情境，通过中国美食、传统节日、汉服、京剧等充溢中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。T: Does John study Chinese? Ss: Yes, he does. 2. Learn the phrase “cooks Chinese food”. T: Many foreigners li
13、ke the culture of China. They think its interesting and full of history. What else do they like about China？ Ss: They like (Chinese food, Chinese traditional festivals, Han Fu, Peking Opera) T: Well done! So they often learn to Ss: They often learn to (cook Chinese food, enjoy Chinese festivals, wea
14、r Han Fu, sing Peking Opera) （课件出示：活动词组对应的图片） T: Chinese food is very delicious. Many people in other countries like Chinese food. Look at this boy. He cooks Chinese food with his classmates and teachers every week. （课件出示：教材P41 Lets learn板块的图一） Present the new phrase “cooks Chinese food”. (出示课件) Hig
15、hlight the “s” at the end of the verb. Ask students to learn the new phrase and read it after the recording. Write down the phrase “cooks Chinese food” on the blackboard. Point to the picture and ask. T: Does he cook Chinese food? Ss: Yes, he does. Students practice the dialogue in pairs. 3. Learn t
16、he phrase “does word puzzles”. Present the pictures of foreigners enjoying Lantern Festival. （课件出示：一些外国人欢庆元宵节的图片） T: Do you know what festival it is? Ss: Lantern Festival. T: Lantern Festival is one of the most popular festivals in China. What do you often do on this day? Ss: I often (get together,
17、enjoy the Lantern Show, do Chinese word puzzles) （课件出示：活动词组对应的图片） (Transfer students answers into the third person.) T: Excellent. He/ She often Do you know the English word puzzles? （课件出示：英语字谜的图片和词组，与中文字谜做 对比） Write down the phrase “does word puzzles” on the blackboard. Present the new phrase “does
18、 word puzzles”. （出示课件）Highlight the “es” at the end of the verb. Students learn the new phrase and read it after the recording. Point to the picture and ask. T: Does she do word puzzles? Ss: Yes, she does. Students practice the dialogue in pairs. 4. Learn the phrase “goes hiking”. T: After Lantern F
19、estival, spring comes. The weather gets warmer. Its good for outdoor activities. Present the new phrase “go hiking” and extend the phrases: fly a kite, climb mountains, have a picnic, ride a bike. （课件出示：活动词组对应的图片和拓展词组） Students read them after the teacher. T： Here are some foreigners. They make frie
20、nds with Chinese people and join in the outdoor activities. Lets see what they often do. （课件出示：下列句子的配图） Teaching purpose 创设不同形式的活动让学生操练本课核心词汇和句型，保持学生课堂学习的爱好和激情。 Write down the phrases “goes hiking, every weekend/week/Saturday/Sunday” on the blackboard. Step 3: Practice 1.Play a game：Whats missing? P
21、resent the pictures and the phrases of these activities: study Chinese, study English, cook Chinese food, do word puzzles, go hiking, climb mountains, fly a kite. （出示课件） (1) Students read the phrases together. (2) Make a model first. Lead some students to read the verb phrases and the other students
22、 say the phrases in the third person. (3) Ask students to say the missing picture. 2. Ask and answer. Present the pictures of the phrases. （出示课件）Help students practice the key phrases and the sentence structures. Let them pay attention to the happy or the sad face attached. Then ask and answer. (1)
23、The teacher asks “Does he/she?” Students answer “Yes, he/she does.” or “No, he/she doesnt.” The teacher makes models with several students first. （补充说明：强调以助动词开头的一般疑问句的句式，留意问句中的动词要用原形，答句要先回答Yes或No。） (2) Then students work in groups. Groups 13 ask. Groups 46 answer. Teaching purpose 利用听音练习的活动检测学生对核心词句
24、的驾驭状况，引导学生视察句子特征，了解一般现在时的表达及其常用的时间状语。通过记忆嬉戏，巩固学生改写一般疑问句进行问答的语言实力。 (3) Boys ask. Girls answer. Step 4: Consolidation Extension 1. Listen, match and say. (1) Present the pictures and the recording in “Listen, match, and say”. （课件出示：教材P41 Listen， match and say板块的图片和音频） Lead students to read the picture
25、s first. Ask them to predict the key phrases before listening. T: We have to catch the names, he or she, and the phrases of hobbies while listening. Then let students listen to the recording and match the pictures. Listen again and check the answers. （课件出示：教材P41 Listen, match and say板块的答案） (2) Prese
26、nt the listening material. （课件出示：教材P41 Listen， match and say板块的听力材料） Highlight the new word “characters”. Ask students to guess its meaning. Help them get to know the word and read the sentences together. (3) Lead students to observe these four sentences and find some regulations. Help them learn th
27、e simple present tense and the relevant time adverbials. (4) Lets play a memory game. （嬉戏说明：给学生2分钟时间记忆上面的四个句子，用does创设一般疑问句对四个主子公进行提问，然后依据上面的描述进行回答。） Make a model： A: Does John goes hiking every day? B: No, he doesnt. He goes hiking every Saturday. 2. Summary. Make a brief summary according to the bl
28、ackboard design. Evaluate students group work and select the best group. 板书设计 作业设计 1. Recite the phrases in “Lets learn”. 2. Practice the key sentence structures. 3. Do the exercises. 教学反思 1.利用直观形象的图片快速复习学过的重点单词和词组，活泼欢快的歌谣帮助复习核心句型，为即将开展的学习奠定语言基础。2.词组的授新和呈现注意情境创设，注意文化渗透。基于外国人对中国文化的深厚爱好，通过中国美食、传统节日、汉服
29、和京剧等充溢中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。3.以学生为主体，注意对学生的引导，启发思维，让学生视察和总结一般现在时的表达特点和一般疑问句的表达方式。4.创设不同形式的操练活动帮助学生巩固本课核心语言，保持学生课堂学习的爱好和激情。教学重难点得到了有效的突破。5.板书设计清楚明白，重点突出，起到了很好的总结作用。 Teaching Contents Teaching Aims Lets learn Be able to listen, speak, read and write the phrases of interests and hobbies:
30、 cooks Chinese food, studies Chinese, does word puzzles, goes hiking. Be able to use the sentence structures “Does he/she? Yes, he/she does./No, he/she doesnt.” to ask and answer. Listen, match and say Be able to listen and match, then make communication. Teaching Priorities Be able to understand an
31、d master the key words and sentence structures of this period. Be able to use the sentence structures “Does he/she? Yes, he/she does./No, he/she doesnt.” to ask and answer. Teaching Difficulties Be able to use the sentence structures “Does he/she? Yes, he/she does./No, he/she doesnt.” to ask and ans
32、wer skillfully. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Warm-up Revision Lead-in 1. Greetings. Divide students into several groups. 1. Greet the teacher. Acquire the evaluation rules of group work. Use the vivid pictures and the cheerful song to
33、 review the vocabulary and the phrases they learned last class quickly. Lay the foundation of language expression for the following learning. 2. A quick review. Present the pictures of different hobbies. 2. Review the words and the expressions they learned last class. 3. Enjoy a songMy new pen pal.
34、3. Enjoy and sing the song. 4. Lead-in. Present the pictures. Talk with students about Zhang Pengs pen pal Peter. Talk with the teacher about Zhang Pengs pen pal Peter. Lead students to have a preliminary experience of the general questions in the simple present tense through the conversation. Prese
35、ntation 1. Learn the phrase “studies Chinese” and the key sentence structures. (1) Present the video of “Lets learn” and ask students to think about two questions before watching. (2) Teach the new phrase. (3) Teach the key sentence structures. (1) Think about the questions and then watch the short
36、video of “Lets learn”. (2) Learn the new phrase. (3) Learn the key sentence structures and practice in pairs. Extend students expressions through Chinese food, traditional festivals, Han Fu, Peking Opera and other cultural forms full of Chinese elements which foreigners are greatly interested in. Le
37、ad them to introduce and spread Chinese culture to their pen pals. 2. Learn the phrase “cooks Chinese food”. Talk with students. Teach the phrase. Talk with the teacher. Brainstorm the elements that foreigners like about China. Learn the phrase. 3. Learn the phrase “does word puzzles”. Present the p
38、ictures and teach the phrase. Learn the new phrase. Pay attention to the third singular form of verbs. 4. Learn the phrase “goes hiking”. Teach the phrase. Learn and read the phrase. Talk about what outdoor activities foreigners often join in in China. （续表） Teaching Stages Teacher s Activities Stude
39、nts Activities Teaching Purposes Practice 1. Play a game: Whats missing? Present the pictures and the phrases of some activities and then make a model. (1) Read the phrases together. (2) Some students read the verb phrases and the other students say the phrases in the third person. (3) Say the missi
40、ng picture. Create different forms of activities to let students practice the key words and phrases of this lesson. Maintain students interest and passion in learning. 2. Ask and answer. Present the pictures. Lead students to talk about the pictures. (1) Practice the key phrases and the key sentence
41、 structures with the teacher. (2) Work in groups. (3) Work in boys and girls. Consolidation Extension 1. Listen, match and say. (1)Present the pictures and play the recording. Let students listen and match. Check the answers. (2)Present the listening material. (3)Help students learn the simple prese
42、nt tense and the relevant time adverbials. (4)Let students play a game. (1) Look at the pictures. Listen and match. Then check the answers. (2) Read the listening material, learn the word “characters” and read the sentences together. (3) Learn the simple present tense and the relevant time adverbial
43、s. (4) Play a memory game. Test students mastery of the key words and the phrases through the listening and matching exercises. Get them to know the simple present tense and its commonly used adverbials. Through the memory game, consolidate students language ability of rewriting general questions to ask and answer. 2. Summary. Make a brief summary according to the blackboard design. Have an overview of the class according to the blackboard design. Homework 1. Recite the phrases in “Lets learn”. 2. Practice the key sentence structures. 3. Do the exercises.