PEP人教版六年级上英语《Unit 4 I have a pen pal》第四课时优质课教学设计.doc

1、第 3 页 共 7 页 The fourth period（第四课时）（第四课时） Part B Lets try & Lets talk 教学内容与教学内容与目标目标 课时教学内容 课时教学目标 Lets try 能够读懂 Lets try 板块的题目要求，学会听前预测要听的重点内容 通过完成听力题目能对即将发生的故事进行预测 能运用基本听力技巧完成主旨题和细节题 Lets talk 能够通过观察、谈论 Lets talk 板块的图片，在 PPT 和教师的帮助下理解对话大意，并能 回答对话下面的问题 能够通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色 表演 能够听、

2、说、读、写并在情景中恰当运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”谈论他人信息，并通过对话简单了解澳大利亚的首都堪培拉和著名城市 悉尼 能够在语境中借助图片等理解新词“Canberra, amazing”的意思，并能正确发音 教学重点教学重点 1.能够理解和掌握本课时的重点词汇和句型。 2.能够听、说、读、写并在情景中恰当运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”谈论他人信息 教学难点教学难点 能够听、 说、 读、 写并在情景中恰当运用句型 “Does he/

3、she? Yes, he/she does./No, he/she doesnt.”谈论他人信息。 教学准备教学准备 1.预习本课时的相关内容。预习本课时的相关内容。 2.PPT 课件、课文录音、视频等。 教学过程教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can ge

4、t more points. The group which gets the most points will be the winner.” 2.Aquick review. Teaching purpose 利用图片快速复习上节 课所学的词汇和句型，为接 下来的对话奠定语言基础。 第 4 页 共 7 页 (1) Present the pictures of the following activities. （课件出示:相 关图片及相应的词汇） Let students review the words and the expressions they learned last cla

5、ss. Activities: cook Chinese food, study Chinese, study English, do word puzzles, go hiking, write a letter/an email, climb mountains, do kung fu, play football, read stories, sing, dance, swim, run. (2) Let students change the verbs into “-ing” forms. Help them review the rules of adding “-ing” at

6、the end of the verbs. （出示课件） 3. Lead-in. T: How can you connect with your pen pal?（课件出示） Ss: I can connect with my pen pal by (QQ, WeChat, emails, letters, phone calls) Step 2: Presentation 1. Lets try. (1)T: School is over. Miss White is talking to WuYifan. Read the questions. Predict the key infor

7、mation we are going to catch during the listening. Then listen and circle the correct answers. （课件出示:分步出 示教材 P40 Lets try 板块的问题、音频和答案） （2）Let students listen again. Ask them to read the listening material after the recording. Highlight the key information “pen pal” and “11”. （课件出示:教材 P40 Lets try 板块

8、的听力材料） 2. Make predictions. Present the picture of “Lets talk”. （课件出示:教材 P40 Lets talk 板块的图片） Lead students to make predictions through the picture. T: Who are the two boys? Ss: They are John and Wu Yifan. T: What is Wu Yifan doing? Ss: He is writing an email. T: Can you guess what they are talking

9、about? Ss: They are talking about(Ask students to make predictions.) 3. Watch and answer. (1) Present the video of “Lets talk”. （课件出示:教材 P40 Lets talk 板块的视频） Let students watch it. Lead them to answer the question and get the main idea of the dialogue. T: What are they talking about? Ss: They are ta

10、lking about Wu Yifans new pen pal inAustralia. (2) Listen again and answer. Does the new pen pal live in Sydney?（No, he doesnt.） Write down the sentence “Does the new pen pal live in Sydney?” on the blackboard. Teaching purpose 由导入环节快速进入 Lets try 板块，快速阅读听 前的两个问题，预测听力关 键词，然后听录音并选择正 确的答案，培养良好的听前 预测习惯。

11、 Teaching purpose 呈现Lets talk板块的图 片， 引导学生观察图片信息， 预测即将学习的对话内容， 培养学生的逻辑思维能力。 观看对话视频，了解对话大 意。 带着问题再听对话录音， 完成问答题，检验学生对对 话细节的理解。 第 5 页 共 7 页 Is his name John?（Yes, it is.） Does the new pen pal like doing word puzzles and reading stories? （No, he doesnt. He likes doing word puzzles and going hiking.） Writ

12、e down the sentence structures “Does the new pen pal like? Yes, he does. /No, he doesnt.” on the blackboard. 4. Get more details. （1）T: Does the new pen pal live in Sydney,Australia? Ss: No, he doesnt. T: Where does the pen pal John live? Ss: He lives in Canberra. Present the flag ofAustralia, pictu

13、res of Sydney and Canberra and famous animals ofAustralia. （出示课件） Get students to know something about Australian culture. Write down the words and the phrase “Australia(country）, Sydney（the biggest city）, Canberra (capital)” on the blackboard. T: Sydney is the biggest city inAustralia. Canberra is

14、the capital. There are many famous animals. Kangaroos and koalas are famous around the world. These animals are amazing! Write down the word “amazing” on the blackboard. Teach the new words “Canberra” and “amazing”. （出示课件） Help students learn to read them in syllables correctly. （2）T: Does Wu Yifans

15、 new pen pal like doing word puzzles and going hiking? Ss: Yes, he does. T: Does John like doing word puzzles and going hiking, too? Ss: Yes, he does. T: Wu Yifans new pen pals name is John, too. What do the two Johns like? Ss: They both like doing word puzzles and going hiking. T: What does John wa

16、nt to do? Ss: He wants to make friends with Wu Yifans new pen pal. T: Why does he want to make friends with Wu Yifans pen pal? Ss: Because they have the same hobbies. They both like doing word puzzles and going hiking. T: Good job! People with similar hobbies and favourites are more likely to be fri

17、ends. Step 3: Practice 1. Read and act. (1) Students read after the recording.（出示课件）Pay attention to the pronunciation and the intonation. Teaching purpose 在通过回答问题、理解 对话之后，基于学生对对话 内容细节感知的加深，利用 设问引导学生了解两个 John 的共同爱好，并认识到具有 相似爱好的人更容易成为朋 友。 Teaching purpose 通过听录音跟读，引导 学生按照正确的意群及语 音、语调朗读对话，并在小 组中进行角色表演。

18、 第 6 页 共 7 页 (2) Practice the dialogue in pairs. Read in roles. (3)Act out. Boys play the role of Wu Yifan. Girls play the role of John. 2. Lets know more about Wu Yifans pen pal. Present a set of pictures. Lead students to read them. Make a model first. （课件出示:给单词和词组 sing, read stories, play footbal

19、l, do kung fu, climb mountains, watch cartoons 配图。在每张图片右下角随 机附上笑脸和哭脸，在 PPT 中以动画形式出现。呈现核心句型 “Does he like? Yes, he does./No, he doesnt.”） T: Does he like singing? Ss: (Students guess the answer.) Yes, he does. /No, he doesnt. Present the pictures and check whether the students guess the right answers

20、. Step 4: Consolidation & Extension 1. Design an ad for John on a pen pal website. T: John is an outgoing boy. He wants to make more friends from different countries. Can you help him design an ad on a pen pal website? (1) What message can we share on the website? Ss: We can share his name, country,

21、 city, age, hobbies, favourite things T: Well done! If you share more, people can know him better. (2)T: Work in groups. Design an ad for John. You can do like this: Hi! My name is John. Imyears old. Im from I live in My favouriteis (3)T: Share your ads. Lets see which group does best. 2. Finish the

22、 message to John. （出示课件） Lead students to go over the chart on page 40 and understand how to write it. Then ask students to complete the message and give a brief report. 3.Afriends-making column. Lead students to create a friends-making column in the classroom after class. Ask them to paste the mess

23、ages on the column. Let them read the messages and choose their friends. They can chat with each other to get deeper understanding. 4. Summary. Make a brief summary according to the blackboard design. Evaluate studentsgroup work and select the best group. 板书设计板书设计 Teaching purpose 基于对话创设一些有关 John 的信

24、息，帮助学生更多 地了解 Wu Yifan 的笔友。 以 一般疑问句的形式操练本课 的核心句型，也为接下来的 巩固活动拓展相关表达，做 好充分的语言准备。 Teaching purpose 通过帮助 John 设计交 友广告，整合对话内容，完 成文本重构，提高学生的语 言综合运用能力。 Teaching purpose 指导学生根据教材下方 表格完善给 John 的交友信 息，使学生能熟练运用所学 语言谈论自己的相关信息以 及兴趣爱好。同时渗透结交 朋友要有共同兴趣爱好的情 感教育。 第 7 页 共 7 页 作业作业设计设计 1. Practice the dialogue. 2. Remem

25、ber the key words and expressions of this class. 3. Do the exercises. 教学反思教学反思 1.利用直观形象的图片，复习前几节课所学的核心词汇和句型，为即将学习的对话奠定语言 基础。 2.结合学生生活导入新课，为对话创设语言背景，使学生在情境中展开语言学习。 3.注重对学生听力习惯和逻辑思维的培养，引导学生读题并预测听力关键词。通过观察图片 信息，预测对话内容。 4.关注学生的语音语调，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进 行角色表演。 5.师生对话的过程中注意情感目标的渗透，引导学生了解两个 John 的

26、共同爱好，并认识到具 有相似爱好的人更容易成为朋友。 6.巩固活动注重对对话内容的整合和重构，基于情境提高学生的语言综合运用能力。 Teaching Contents & Teaching Aims Lets try Be able to understand the questions and predict the key points of the listening part. Be able to predict the story by finishing the listening questions. Be able to understand the recording an

27、d finish the exercises. Lets talk Be able to understand the main idea of the dialogue by observing and talking about the picture. Be able to answer the questions below the dialogue.Be able to read the dialogue correctly and fluently, and act it out in groups. Be able to use the sentence structures “

28、Does he/she.? Yes, he/she does./No, he/she doesnt.” properly to ask for information about others. Learn about the cities of Canberra and Sydney. Be able to understand and read the new words “Canberra, amazing”. Teaching Priorities Be able to understand and master the key words and sentence structure

29、s of this class. 第 8 页 共 7 页 Be able to use the sentence structures “Does he/she.? Yes, he/she does./No, he/she doesnt.” properly to ask for information about others. Teaching Difficulties Be able to use the sentence structures “Does he/she? Yes, he/she does./No, he/she doesnt.” properly to ask for

30、information about others. Teaching Procedures Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Divide students into several groups. Greet the teacher. Get to know the evaluation rules of group work. Use pictures to review the words a

31、nd the sentence structures learned last class quickly. Lay a language foundation for the upcoming dialogue. 2.Aquick review. Lead students to review the key points of last class. (1) Review the words and the expressions. (2) Review the “-ing” form. 3. Lead-in. Talk with students about how to connect

32、 with pen pals. Talk with the teacher about how to connect with pen pals. Presentation 1. Lets try. (1)Play the recording. Lead students to listen and complete the exercises. (2)Present the listening material. (1) Predict the key words. Then listen and circle the correct answers. (2) Listen again. R

33、ead the listening material after the recording. Lead students to predict the key words of the listening part. Cultivate their good listening habits of prediction. 2. Make predictions. Lead students to make predictions through the picture. Talk with the teacher and make predictions through the pictur

34、e. Lead students to observe the picture and predict the dialogue. Cultivate their logical thinking ability. Let them watch the video to get the main idea first and then listen to it and answer the questions to test their understanding of the details. 3. Watch and answer. （1）Play the video. Lead stud

35、ents to answer the question and get the main idea of the dialogue. （2）Let students listen again and answer the questions. (1) Watch the video of “Lets talk”, answer the question and get the main idea of the dialogue. (2) Listen again and answer the questions. （续表） 第 9 页 共 7 页 Teaching Stages Teacher

36、 s ActivitiesStudents ActivitiesTeaching Purposes Presentation 4. Get more details. Lead students to get more information about the dialogue. Teach the words and the phrase. Talk with the teacher to get more information about the dialogue. Learn the words and the phrase. Talk with students to lead t

37、hem to find out the common interests of two Johns, and realize that people with similar interests are more likely to be friends. Practice 1. Read and act. Play the recording. (1) Read after the recording. (2) Practice the dialogue in pairs and read in roles. (2) Act out. Lead students to read the di

38、alogue with the correct pronunciation and intonation. 2. Lets know more about Wu Yifans pen pal. Present a set of pictures. Lead students to read them. Then make a model. Talk with the teacher to practice the key sentence structures. Create some information about John based on the dialogue. Practice

39、 the key sentence structures and make language preparation for the next activity and extend their related expressions. Consolidation & Extension 1. Design an ad for John on a pen pal website. Organize students to work in groups. (1) Talk about the message they can share on the website. (2) Work in g

40、roups. Design an ad for John. (3) Share their ads. Lead students to talk about their own information and hobbies skillfully. Permeate the emotional education of making friends with people who have the common interests. 2. Finish the message to John. Ask students to complete the message and give a br

41、ief report. Go over the chart and understand how to write it. Complete the message and give a brief report. 3.Afriends-making column. Create a friends-making column in the classroom after class. 4. Summary. Make a brief summary according to the blackboard design. Select the best group. Have an overview of the class according to the blackboard design. Homework 1. Practice the dialogue. 2. Remember the key words and expressions of this class. 3. Do the exercises.