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.doc

1、第 3 页 共 8 页 The third period（第三课时）（第三课时） Part B Lets learn & Listen, match and say 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 learn 能能够听、说、读、写有关兴趣爱好的词组：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使用上述词组，并能熟练运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”进行提

2、问并作答 Listen, match and say 能够根据听力连线，然后进行交谈 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。 教学难点教学难点 能够熟练运用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”进行提问并作 答。 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 &

3、 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.Aquick review. Present the pictures of different hobbies. Lea

4、d 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 借助直观形象的图片快 速复习上节课所学的单词和 词组，为下面的学习奠定语 言表达的基础。 第 4 页 共 8 页 TV, playing the pipa, drawing cartoon

5、s (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 farm? Ss： Yes, he does. T： What are his hobbies

6、? (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. Step 2: Presentation 1. Learn the phrase “studies Chinese” and the key sentence structures. (1) Present the sho

7、rt 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 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： G

8、ood 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 inAustralia? 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

9、lives inAustralia, but he studies Chinese every day. He thinks Chinese is interesting and full of culture. Write down the phrase “studies Chinese” and the sentence “He lives inAustralia, but he studies Chinese.” on the blackboard. 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

10、，引导学生复习上节课 的核心词汇和句型。 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变 化。 第 5 页 共 8 页 (2) Present the two phrases “study Chinese, studies Chinese”. （出 示课件）Lead students to compare the two phrases and find the regulation. Let stude

11、nts 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 有实义动词时，要用 does 帮助构成句子，does 本身并无实际词义， 不

12、用翻译。 ） Lead students to practice the dialogue in pairs like this: T: Does John study Chinese? Ss: Yes, he does. 2. Learn the phrase “cooks Chinese food”. T: Many foreigners like the culture of China. They think its interesting and full of history. What else do they like about China？ Ss: They like (C

13、hinese 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, wear 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 Chines

14、e 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) Highlight the “s” at the end of the verb. Ask students to learn the new phrase and read it after the recording. Write down

15、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 the phrase “does word puzzles”. Present the pictures of foreigners enjoying Lantern Festival. （课件 出示：一些外国人欢度元宵节的图片） T: Do

16、 you know what festival it is? Ss: Lantern Festival. Teaching purpose 基于外国人对中国文化 的浓厚兴趣创设情境，通过 中国美食、传统节日、汉服、 京剧等充满中国元素的文化 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。 第 6 页 共 8 页 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, enjoy

17、the Lantern Show, do Chinese word puzzles) （课件出示：活动词组对应的图片） (Transfer studentsanswers 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 word

18、 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 Festi

19、val, 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 friends

20、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） Write down the phrases “goes hiking, every weekend/week/Saturday/Sunday” on the blackboard. Step 3: Practice 1.Play a game：Whats missing? Present the pictures and the phrases of these activities: stud

21、y 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 say the phrases in the third person. (3)Ask students to say

22、the missing picture. 2.Ask and answer. 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兴 趣和激情。 第 7 页 共 8 页 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 ans

23、wer. (1) 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，注意问 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. (3) Boys ask. Girls a

24、nswer. 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 pictures first. Ask them to predict the key phrases before listening. T: We have to catch

25、 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) Present the listening material. （课件出示：教材 P41 Listen， match and say 板块的听力材料） Highlight

26、 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 the simple present tense and the relevant time adverbials. (4) Lets play a memor

27、y game. （游戏说明：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人公进行提问，然后根据上面的描述进行 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 blackboard design. Evaluate studentsgroup work and select the best group.

28、Teaching purpose 利用听音练习的活动检 测学生对核心词句的掌握情 况， 引导学生观察句子特征， 了解一般现在时的表达及其 常用的时间状语。通过记忆 游戏，巩固学生改写一般疑 问句进行问答的语言能力。 第 8 页 共 8 页 板书设计板书设计 作业作业设计设计 1. Recite the phrases in “Lets learn”. 2. Practice the key sentence structures. 3. Do the exercises. 教学反思教学反思 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

29、奠定语言基础。 2.词组的授新和呈现注重情境创设，注重文化渗透。基于外国人对中国文化的浓厚兴趣，通 过中国美食、传统节日、汉服和京剧等充满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，注重对学生的引导，启发思维，让学生观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兴趣和激情。 教学重难点得到了有效的突破。 5.板书设计清晰明了，重点突出，起到了很好的总结作用。 Teaching Contents & Teaching Aims Lets learn Be able

30、 to listen, speak, read and write thephrases of interests and hobbies: 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,

31、 then make communication. Teaching Priorities Be able to understand and 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 第 9 页 共 8 页 Be able to use the sent

32、ence structures “Does he/she? Yes, he/she does./No, he/she doesnt.” to ask and answer skillfully. Teaching Procedures Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Warm-up & Revision & Lead-in 1. Greetings. Divide students into several groups. 1. Greet the teacher.Acquire

33、the evaluation rules of group work. Use the vivid pictures and the cheerful song to review the vocabulary and the phrases they learned last class quickly. Lay the foundation of language expression for the following learning. 2.Aquick review. Present the pictures of different hobbies. 2. Review the w

34、ords and the expressions they learned last class. 3. Enjoy a songMy new pen pal. 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

35、the general questions in the simple present tense through the conversation. Presentation 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

36、 key sentence structures. (1) Think about the questions and then watch the short 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 cultu

37、ral forms full of Chinese elements which foreigners are greatly interested in. Lead 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 abou

38、t China. Learn the phrase. 3. Learn the phrase “does word puzzles”. Present the pictures 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 f

39、oreigners often join in in China. 第 10 页 共 8 页 （续表） Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching 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 th

40、e verb phrases and the other students say the phrases in the third person. (3) Say the missing picture. Create different forms of activities to let students practice the key words and phrases of this lesson. Maintain studentsinterest and passion in learning. 2.Ask and answer. Present the pictures. L

41、ead students to talk about the pictures. (1) Practice the key phrases and the key sentence 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. C

42、heck the answers. (2)Present the listening material. (3)Help students learn the simple present 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 rea

43、d the sentences together. (3) Learn the simple present tense and the relevant time adverbials. (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. Thro

44、ugh the memory game, consolidate studentslanguage 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.