陕旅版六年级下册英语Unit 1 May I Speak to Kitty -Part B-ppt课件-(含教案)--(编号：80374).zip
Unit 1 May I Speak to Kitty? 新课展示 Part A: Lets talk Questions: What are they doing? Who are speaking? 1. Listen to the Part 1 and answer T: When you want to speak to someone on the phone, you can ask, “May I speak to .?” When you answer a phone in English, you must say “This is .” For example, “Hello! This is Miss. Qiang. May I speak to Gao Ce?” 2. Listen again and learn (1) 理解电话用语 May I speak to .? & This is . 板书句型 ： May I speak to .? This is . Hello, this is A. May I speak to B? Hello, this is B. T: When someone isnt here near the phone. You can answer the call like this, “Sorry, he / she is out. Can I take a message?” When you want him / her to call you later, you can say, “Could you please ask him / her to call me?” (2) 理解电话用语 Sorry, B is out. Can I take a message? Could you please ask . to call me? Sorry, Tom is out. This is Colin. Can I take a message? Hello, this is Alice. May I speak to Tom? Could you please ask Tom to call me? OK. T: On the phone, if you want to know who is speaking to you, you can ask “Is that .? ” or “Who is that?”. For example, “Hello!Who is that? or Is that . (speaking)?” 3. Listen to the Part 2 and learn (1) 理解电话用语 Is that . ? & Who is that? 板书句型 ： Is that .? Who is that? Hello, this is A. May I speak to B? This is B (speaking). Who is that? / Is that .? This is . / Yes. This is . (speaking). Questions: Who went shopping this morning? Who had a mobile phone? What will Kitty use it to do? (2) Listen again and answer Thank you! UnitUnit 4 4 WhatWhat wouldwould youyou like?like? 第四课时第四课时 教学目标教学目标 1. 能听懂、理解并完成Part C的听力练习内容。 2. 能根据单元学习重点，自主完成Part C部分所剩余的练习。 3. 能熟练地运用本单元所学的功能结构，进行情景会话。 4. 了解字母组合ow在单词中的两种读音变化，学习其发音规则。 教学准备教学准备 1. 教师准备本单元词汇卡片。 2. 教师准备一些物质名词及一些能表示数量短语的纸条。 3. 教师准备录音机以及Read the words和Listen and tick部分 的录音磁带。 教学过程教学过程 本节课可分为两个板块：一是本单元的复习与练习；二是语 音教学，即字母组合ow在单词中的发音情况。 . 课程导入（Leading In） . 课前问答 T: Good morning, boys and girls! Ss: Good morning, Mr. / Miss .! T: This morning I had a big meal. Guess! What did I eat? Ss: You had / ate . T: Yes, you got it. Theyre really delicious. Lunch time is coming. What would you like for lunch? S1: Id like to eat . and drink . S2: Id like to eat . and drink . . 新课导入 教师拿出所准备的词汇图片与学生交流，如：Now, please look here. We have many kinds of food and drinks. What would you like to .? 教师随手抽取一种食物图片指名回答。在进行多次训练之 后，引导学生进入本课的第一个任务。教师可以这样说： Next, I need your help. Please listen and catch what they would like to eat or drink. . 课程展示活动和过程的设计建议（Presentation） . Part C Listen and tick 打开课本P15。在播放录音之前，让学生先把题目内容浏 览一遍。然后，教师播放录音，让学生根据录音内容勾出相 应的图片。 本部分的录音内容如下： 1. Waiter: Can I help you? Girl: Yes. Id like a plate of dumplings, please. 2. Girl: What would you like to eat, Mr. Zhao? Mr. Zhao: Id like two pieces of bread. 3. Boy: Would you like something to drink, Alice? Alice: Yes, a cup of milk tea, please. 4. Boy: What did you eat for breakfast, Li Shan? Li Shan: I ate a hamburger and a glass of milk. 5. Girl: Kevin, what kind of noodles would you like? Kevin: Id like a bowl of tomato and egg noodles. 参考答案：1. a 2. b 3. a 4. b 5. b . Part C Look and write 1. 处理此练习时，教师可先以第1小题为例，向学生强调使 用量词词组来描述东西多少时，无论后面搭配的是可数名 词，还是不可数名词，一定要在量词的位置上体现复数形 式。 2. 学生自主完成看图写短语的练习。要求字迹清晰、拼写规 范。 3. 检查学生书写情况。就单词拼写的正误以及单词书写的规 范情况指出不足或给予积极评价，培养学生良好的书写习 惯。 参考答案： 2. a bow of soup 3. two glasses of juice 4. three boxes of milk 5. two bottles of water 6. four cups of tea . Part C Complete and act 1. 学生自主阅读有空缺的对话，根据自己对上下文的理解分 析完成填空。 2. 教师带领学生了解对话背景，理解对话内容。师生共同检 查填空内容的完成情况。 3. 学生互找搭档演读对话，进行角色扮演。然后进行生生评 价、师生评价。 参考答案：help, like, kind, drink, bottle, address . Part B Read the words 1. 教师播放本部分的录音，要求学生跟读，教师注意细听并 纠正ow的错误读音。 2. 教师引领学生总结：字母组合ow在单词中读a 或。 让学生了解字母组合ow在单词中的两种读音变化，了解一 定的发音规则。 3. Try to read more 教师鼓励学生借助上一环节所总结的字母组合ow的发音规 则试读本部分的新单词，进一步感知字母组合ow在单词中 的发音。注意鼓励学生大胆开口，勇于尝试。 . 操练活动的设计与实施建议（Practice Activities） . 词汇复习 教师出示本单元词汇图片，让学生看图说出本单元量词词 组，可以扩充介绍部分量词词组，也可以进行名称部分的替 换。集体回顾完之后，可以把其中一些量词词组编成一个歌 谣，大家带着节奏来读。既起到复习单元词汇的作用，又可 以带动课堂气氛。如： A bowl of noodles, a plate of beef, A piece of bread, and a bunch of grapes. A glass of juice, a bottle of water, A cup of tea, and a drop of rain. 注意：节奏是以四分之二拍的弱拍起读。 . 最佳搭配 1. 教师将所准备的能表示数量的短语纸条贴在黑板上，让学 生们读一读。之后，快速地逐一出示物质名词，要求学生 选择合适的量词短语和这个名词构成恰当的搭配，看谁搭 配得又快又好。 2. 将上面所搭配出的短语代入到本单元所学的功能结构中， 进行对话练习。如： What would you like to eat / drink / play / .? I would like to eat / drink / play / . Would you like something to eat / drink / play / .? Yes, please. / No, thanks. I would like to eat / drink / play / .
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Unit 1 May I Speak to Kitty? 新课展示 Part A: Lets talk Questions: What are they doing? Who are speaking? 1. Listen to the Part 1 and answer T: When you want to speak to someone on the phone, you can ask, “May I speak to .?” When you answer a phone in English, you must say “This is .” For example, “Hello! This is Miss. Qiang. May I speak to Gao Ce?” 2. Listen again and learn (1) 理解电话用语 May I speak to .? & This is . 板书句型 ： May I speak to .? This is . Hello, this is A. May I speak to B? Hello, this is B. T: When someone isnt here near the phone. You can answer the call like this, “Sorry, he / she is out. Can I take a message?” When you want him / her to call you later, you can say, “Could you please ask him / her to call me?” (2) 理解电话用语 Sorry, B is out. Can I take a message? Could you please ask . to call me? Sorry, Tom is out. This is Colin. Can I take a message? Hello, this is Alice. May I speak to Tom? Could you please ask Tom to call me? OK. T: On the phone, if you want to know who is speaking to you, you can ask “Is that .? ” or “Who is that?”. For example, “Hello!Who is that? or Is that . (speaking)?” 3. Listen to the Part 2 and learn (1) 理解电话用语 Is that . ? & Who is that? 板书句型 ： Is that .? Who is that? Hello, this is A. May I speak to B? This is B (speaking). Who is that? / Is that .? This is . / Yes. This is . (speaking). Questions: Who went shopping this morning? Who had a mobile phone? What will Kitty use it to do? (2) Listen again and answer Thank you! UnitUnit 4 4 WhatWhat wouldwould youyou like?like? 第四课时第四课时 教学目标教学目标 1. 能听懂、理解并完成Part C的听力练习内容。 2. 能根据单元学习重点，自主完成Part C部分所剩余的练习。 3. 能熟练地运用本单元所学的功能结构，进行情景会话。 4. 了解字母组合ow在单词中的两种读音变化，学习其发音规则。 教学准备教学准备 1. 教师准备本单元词汇卡片。 2. 教师准备一些物质名词及一些能表示数量短语的纸条。 3. 教师准备录音机以及Read the words和Listen and tick部分 的录音磁带。 教学过程教学过程 本节课可分为两个板块：一是本单元的复习与练习；二是语 音教学，即字母组合ow在单词中的发音情况。 . 课程导入（Leading In） . 课前问答 T: Good morning, boys and girls! Ss: Good morning, Mr. / Miss .! T: This morning I had a big meal. Guess! What did I eat? Ss: You had / ate . T: Yes, you got it. Theyre really delicious. Lunch time is coming. What would you like for lunch? S1: Id like to eat . and drink . S2: Id like to eat . and drink . . 新课导入 教师拿出所准备的词汇图片与学生交流，如：Now, please look here. We have many kinds of food and drinks. What would you like to .? 教师随手抽取一种食物图片指名回答。在进行多次训练之 后，引导学生进入本课的第一个任务。教师可以这样说： Next, I need your help. Please listen and catch what they would like to eat or drink. . 课程展示活动和过程的设计建议（Presentation） . Part C Listen and tick 打开课本P15。在播放录音之前，让学生先把题目内容浏 览一遍。然后，教师播放录音，让学生根据录音内容勾出相 应的图片。 本部分的录音内容如下： 1. Waiter: Can I help you? Girl: Yes. Id like a plate of dumplings, please. 2. Girl: What would you like to eat, Mr. Zhao? Mr. Zhao: Id like two pieces of bread. 3. Boy: Would you like something to drink, Alice? Alice: Yes, a cup of milk tea, please. 4. Boy: What did you eat for breakfast, Li Shan? Li Shan: I ate a hamburger and a glass of milk. 5. Girl: Kevin, what kind of noodles would you like? Kevin: Id like a bowl of tomato and egg noodles. 参考答案：1. a 2. b 3. a 4. b 5. b . Part C Look and write 1. 处理此练习时，教师可先以第1小题为例，向学生强调使 用量词词组来描述东西多少时，无论后面搭配的是可数名 词，还是不可数名词，一定要在量词的位置上体现复数形 式。 2. 学生自主完成看图写短语的练习。要求字迹清晰、拼写规 范。 3. 检查学生书写情况。就单词拼写的正误以及单词书写的规 范情况指出不足或给予积极评价，培养学生良好的书写习 惯。 参考答案： 2. a bow of soup 3. two glasses of juice 4. three boxes of milk 5. two bottles of water 6. four cups of tea . Part C Complete and act 1. 学生自主阅读有空缺的对话，根据自己对上下文的理解分 析完成填空。 2. 教师带领学生了解对话背景，理解对话内容。师生共同检 查填空内容的完成情况。 3. 学生互找搭档演读对话，进行角色扮演。然后进行生生评 价、师生评价。 参考答案：help, like, kind, drink, bottle, address . Part B Read the words 1. 教师播放本部分的录音，要求学生跟读，教师注意细听并 纠正ow的错误读音。 2. 教师引领学生总结：字母组合ow在单词中读a 或。 让学生了解字母组合ow在单词中的两种读音变化，了解一 定的发音规则。 3. Try to read more 教师鼓励学生借助上一环节所总结的字母组合ow的发音规 则试读本部分的新单词，进一步感知字母组合ow在单词中 的发音。注意鼓励学生大胆开口，勇于尝试。 . 操练活动的设计与实施建议（Practice Activities） . 词汇复习 教师出示本单元词汇图片，让学生看图说出本单元量词词 组，可以扩充介绍部分量词词组，也可以进行名称部分的替 换。集体回顾完之后，可以把其中一些量词词组编成一个歌 谣，大家带着节奏来读。既起到复习单元词汇的作用，又可 以带动课堂气氛。如： A bowl of noodles, a plate of beef, A piece of bread, and a bunch of grapes. A glass of juice, a bottle of water, A cup of tea, and a drop of rain. 注意：节奏是以四分之二拍的弱拍起读。 . 最佳搭配 1. 教师将所准备的能表示数量的短语纸条贴在黑板上，让学 生们读一读。之后，快速地逐一出示物质名词，要求学生 选择合适的量词短语和这个名词构成恰当的搭配，看谁搭 配得又快又好。 2. 将上面所搭配出的短语代入到本单元所学的功能结构中， 进行对话练习。如： What would you like to eat / drink / play / .? I would like to eat / drink / play / . Would you like something to eat / drink / play / .? Yes, please. / No, thanks. I would like to eat / drink / play / .
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