Starter unit Join us-Lesson 1-ppt课件-(含教案+视频)--公开课-外研剑桥版六年级下册(编号：23f54).zip
A phone call conversationon their way home from schoolchildrenKen Penny Paula Philip放学回家的路上放学回家的路上See you tomorrow 明天见明天见Wait a moment 等一下等一下Ive got= I have got我有我有CD-ROMnew新的新的What is it about?Arctic animalssuper好极了好极了Can you come to my place?你能来我家么？你能来我家么？have to必须必须ask问问first首先首先Is there a phone box near here?电话亭电话亭附近附近Theres one over there?在那边在那边Hurry up赶快赶快（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has got a new CD-ROM?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has to phone his grandmother?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has to phone his mother?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Where are they going to make the phone call?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Where do the children want to go?教学设计一、教学内容：conversation and conversation （第二课时）二、教学目标1、语言知识目标：（1）进一步熟悉 How often do you?句型，能灵活地变换不同人称的表达方式和理解与运用 once , twice , three times , four times 等。（2）能够熟练地运用 once , twice , three times , four times 等来描述关于某个活动的频度，能够根据自己或他人的活动频率来写一写自己或他人的爱好，培养学生健康、有益的个人爱好。2、语言技能目标：在情境和整体的语篇材料中，理解目标句型，并能从中获取信息，从而理解语篇, 及能运用本单元语言点进行简单的写作。3、情感态度目标：（1）通过学习，树立学生学习英语的信心和提高用英语会话的兴趣。（2）帮助学生树立良好兴趣或爱好的观念。三、教学方法与教学策略：教学方法：本节课采用视听教学法，情景教学法、活动教学法、游戏教学法和任务型教学法。以“言语交际为中心”，借助多媒体提供的多种资源，以听、读情境对话和故事为突破口，在课堂中灵活贯穿无意识记忆知识迁移法，让学生能够在老师有意识的指导下无意识的轻松识记知识。辅助手段：（1）制作多媒体课件来辅助教学，形象、生动、真实的情景展现，为学生的学习提供了良好的基础。（2）善于利用图片，让学生有系统的对知识进行归纳和运用。（3）利用顺口溜让学生把所学的知识进行记忆，加深对知识的理解。（4）教具：多媒体课件、图片、视频、课堂练习等。四、教学重点和难点：教学重点：1、能让学生较熟练地掌握 How often do you go ? 句型以及相关的回答。2、掌握单词和词组：be good at , like , love , You must be good at .3、学习并了解 Conversation，通过能够表演，培养学习兴趣。4、运用本课句型，正确描述自己或他人的兴趣及爱好。教学难点：能熟练地运用 once , twice , three times 等频率词描述自己或他人的爱好。五、教学流程图：Unit 3 How often do you go hiking ? (2nd period) Warm up greeting and chant Lead in new words “be good at” Presentation Words and sentence learning Guess and lead in Practice Watch and answer Read and retell the conversationExtension Read , guess and answer . Meet some favorite stars .Talk about the starshobbies and life Writing homework Write about their familys hobbies and life 六、教学过程：Step 1 Warm up Free talk and reviewT: Im so happy today . Are you happy today ?S: Yes , we are .T: Ok . Lets chant together .S：Go hiking , go hiking . How often do you go hiking ? Once , once . I go hiking once a year . Go dancing , go dancing . How often do you go dancing ? Twice , twice . I go dancing twice a month . Go swimming , go swimming . How often do you go swimming ? Three times , three times . I go three times a week . 设计意图 课前师生问好，简单的课前准备与句型复习。营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。改编一个顺口溜，引导学生从中复习 How often do you go ? 的句型及本单元相关的词组和表示活动次数的单词。Step 2 Lead in T:What do you like ? S: I like running .T: I like running , too . I love running very much . （板书 like 和 love ，强调单词的区别） Look , who is she ? （出示相片） Yes , its me . Look , Im good at running . （出示相片） What about them ? What about him ? What about her ? （出示图片，让学生逐步学习及运用 be good at 词组，板书，跟读）T: Now , let me guess what you are good at . （引入、学习、运用句型 You must be good at . ,板书）设计意图这是阅读前的教学处理。用循序渐进、猜一猜活动的引入教学方法让学生先感受这节课的重点词语及难点词语，为下一环节的阅读教学做好铺垫。T: Look , who are they ? What is Jenny doing ? What is Jenny reading about ?设计意图提出疑问，播放视频，让学生首次感知阅读材料，激发学生就求知欲。T： How often does Jenny go hiking ?How often does Gogo go ice-skating ?Is Gogo good at ice-skating ?Lets see again . 设计意图训练学生的听力，让学生带着任务去听、去看，去思考，让学生带着更多的疑惑再一次阅读。T： Answer some questions , please .（出示投影，请学生回答）What is Jenny reading ? How often does Jenny go hiking ?What does Gogo like ?How often does Gogo go ice-skating ?Is Gogo good at ice-skating ?T：. Yes , Gogo isnt good at ice-skating . Not really . （板书）设计意图在学生对材料有一定的理解的基础上抛出更深层次的问题，检查学生的综合能力，巩固知识。同时，让学生理解 Not really 的含意，以及懂得运用交际。Step 3 Practice 1、Ss read after the tape .2、Ss read after T .3、Roles play .设计意图让学生在朗读、阅读中理解课文。同时，小学生的特点是活泼好动，好奇心强，模仿能力强。让学生参与到课文的表演，可以提起学生的学习兴趣，有利于课堂教学，让学生更好地理解、掌握知识，提高他们在实际生活中运用英语语言的能力。4、Retell the conversation .（幻灯出示复述内容，让学生互相说后写下来）设计意图让学生通过看、听、读和回答问题几个环节逐步了解课文，并且通过听课文回答问题读课文复述课文，这样由浅入深的培养学生的综合能力，为下一环节的阅读与写作打下基础。Step 4 Reading activity1、Lead in a reading .T: Today we know Gogo and Jennys hobbies .Look , here comes a friend , Kam . Shes Jennys good frinend . What does she like ? Lets listen . （播放录音）How often does Pam go horse-riding ?（请学生思考并回答）2、Guess some readings and answer questions. （出示 2 篇短文及让学生听录音进行阅读活动，猜一猜阅读文章中的动物是谁？）设计意图进一步指导阅读，并通过故事的阅读，让学生懂得如何去描述自己的爱好。同时，让学生在阅读中感到快乐，让阅读材料变得更加有趣。Step 4 Development 1、Know the stars . （幻灯片出示各类的明星）2、Answer the questions about the stars .3、Example : T talk about “ My favorite stars”4、Ss talk .5、Writing 设计意图从课内延伸到课外，让学生巩固知识。从听、说、读到写，全方位地训练学生，培养学生综合运用语言的能力。Step 5 SummaryT: Today we know more about others hobbies and their life . Look , Yaoming has a good hobby . Me , too . So , a good hobby can be together with you forever .设计意图通过简单的总结，让学生更了解本节课所学的内容。同时，教育学生培养良好习惯或兴趣的重要性，激发学生的学习积极性和学习兴趣。Step 6 Homework Try to describe your familys hobbies and life .设计意图作业是课堂教学有益的补充和延伸，旨在引导学生迁移课堂所学语言，学会结合生活实际，综合运用所学知识，从而使学生达到从学会到会学的飞跃，真正提高学生综合语言运用能力七、板书设计：How often do you go hiking ? like be good at . love You must be good at . Not really . Ggo isnt good at .八、课堂练习一、根据对话内容回答下面问题：1、What is Jenny reading ? _2、How often does Jenny go hiking ?_3、What does Gogo like ?_4、How often does Gogo go ice-skating ?_5、Is Gogo good at ice-skating ?_二、复述对话内容：Jenny is reading about _ .She _ hiking . She _ hiking _ a month .Gogo likes _ .He _ about _ _ a month .He _ good at ice-skating .He goes to see the _ twice a month . 三、讨论：谁是你最喜爱的明星？请用英语谈论一下他（她）的爱好和生活习惯，并写下来: My favorite star _
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A phone call conversationon their way home from schoolchildrenKen Penny Paula Philip放学回家的路上放学回家的路上See you tomorrow 明天见明天见Wait a moment 等一下等一下Ive got= I have got我有我有CD-ROMnew新的新的What is it about?Arctic animalssuper好极了好极了Can you come to my place?你能来我家么？你能来我家么？have to必须必须ask问问first首先首先Is there a phone box near here?电话亭电话亭附近附近Theres one over there?在那边在那边Hurry up赶快赶快（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has got a new CD-ROM?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has to phone his grandmother?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Who has to phone his mother?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Where are they going to make the phone call?（The children are on their way home from school)Ken, Penny, Paula, Philip: Bye, see you tomorrow.Paula: Hey, wait a moment. I ve got a new CD-ROM.Ken, Penny: What is it about?Paula: Arctic animals.Philip: Super.Paula: Can you come to my place?Ken, Penny, Philip: Yes , great.Ken: I have to ask Mum first.Philip: Right, and I have to ask my grandmother.Penny: Is there a phone box near here?Paula: Yeah. Theres one over there.Penny: Hurry up. Phone your mum and your grandma.Where do the children want to go?教学设计一、教学内容：conversation and conversation （第二课时）二、教学目标1、语言知识目标：（1）进一步熟悉 How often do you?句型，能灵活地变换不同人称的表达方式和理解与运用 once , twice , three times , four times 等。（2）能够熟练地运用 once , twice , three times , four times 等来描述关于某个活动的频度，能够根据自己或他人的活动频率来写一写自己或他人的爱好，培养学生健康、有益的个人爱好。2、语言技能目标：在情境和整体的语篇材料中，理解目标句型，并能从中获取信息，从而理解语篇, 及能运用本单元语言点进行简单的写作。3、情感态度目标：（1）通过学习，树立学生学习英语的信心和提高用英语会话的兴趣。（2）帮助学生树立良好兴趣或爱好的观念。三、教学方法与教学策略：教学方法：本节课采用视听教学法，情景教学法、活动教学法、游戏教学法和任务型教学法。以“言语交际为中心”，借助多媒体提供的多种资源，以听、读情境对话和故事为突破口，在课堂中灵活贯穿无意识记忆知识迁移法，让学生能够在老师有意识的指导下无意识的轻松识记知识。辅助手段：（1）制作多媒体课件来辅助教学，形象、生动、真实的情景展现，为学生的学习提供了良好的基础。（2）善于利用图片，让学生有系统的对知识进行归纳和运用。（3）利用顺口溜让学生把所学的知识进行记忆，加深对知识的理解。（4）教具：多媒体课件、图片、视频、课堂练习等。四、教学重点和难点：教学重点：1、能让学生较熟练地掌握 How often do you go ? 句型以及相关的回答。2、掌握单词和词组：be good at , like , love , You must be good at .3、学习并了解 Conversation，通过能够表演，培养学习兴趣。4、运用本课句型，正确描述自己或他人的兴趣及爱好。教学难点：能熟练地运用 once , twice , three times 等频率词描述自己或他人的爱好。五、教学流程图：Unit 3 How often do you go hiking ? (2nd period) Warm up greeting and chant Lead in new words “be good at” Presentation Words and sentence learning Guess and lead in Practice Watch and answer Read and retell the conversationExtension Read , guess and answer . Meet some favorite stars .Talk about the starshobbies and life Writing homework Write about their familys hobbies and life 六、教学过程：Step 1 Warm up Free talk and reviewT: Im so happy today . Are you happy today ?S: Yes , we are .T: Ok . Lets chant together .S：Go hiking , go hiking . How often do you go hiking ? Once , once . I go hiking once a year . Go dancing , go dancing . How often do you go dancing ? Twice , twice . I go dancing twice a month . Go swimming , go swimming . How often do you go swimming ? Three times , three times . I go three times a week . 设计意图 课前师生问好，简单的课前准备与句型复习。营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。改编一个顺口溜，引导学生从中复习 How often do you go ? 的句型及本单元相关的词组和表示活动次数的单词。Step 2 Lead in T:What do you like ? S: I like running .T: I like running , too . I love running very much . （板书 like 和 love ，强调单词的区别） Look , who is she ? （出示相片） Yes , its me . Look , Im good at running . （出示相片） What about them ? What about him ? What about her ? （出示图片，让学生逐步学习及运用 be good at 词组，板书，跟读）T: Now , let me guess what you are good at . （引入、学习、运用句型 You must be good at . ,板书）设计意图这是阅读前的教学处理。用循序渐进、猜一猜活动的引入教学方法让学生先感受这节课的重点词语及难点词语，为下一环节的阅读教学做好铺垫。T: Look , who are they ? What is Jenny doing ? What is Jenny reading about ?设计意图提出疑问，播放视频，让学生首次感知阅读材料，激发学生就求知欲。T： How often does Jenny go hiking ?How often does Gogo go ice-skating ?Is Gogo good at ice-skating ?Lets see again . 设计意图训练学生的听力，让学生带着任务去听、去看，去思考，让学生带着更多的疑惑再一次阅读。T： Answer some questions , please .（出示投影，请学生回答）What is Jenny reading ? How often does Jenny go hiking ?What does Gogo like ?How often does Gogo go ice-skating ?Is Gogo good at ice-skating ?T：. Yes , Gogo isnt good at ice-skating . Not really . （板书）设计意图在学生对材料有一定的理解的基础上抛出更深层次的问题，检查学生的综合能力，巩固知识。同时，让学生理解 Not really 的含意，以及懂得运用交际。Step 3 Practice 1、Ss read after the tape .2、Ss read after T .3、Roles play .设计意图让学生在朗读、阅读中理解课文。同时，小学生的特点是活泼好动，好奇心强，模仿能力强。让学生参与到课文的表演，可以提起学生的学习兴趣，有利于课堂教学，让学生更好地理解、掌握知识，提高他们在实际生活中运用英语语言的能力。4、Retell the conversation .（幻灯出示复述内容，让学生互相说后写下来）设计意图让学生通过看、听、读和回答问题几个环节逐步了解课文，并且通过听课文回答问题读课文复述课文，这样由浅入深的培养学生的综合能力，为下一环节的阅读与写作打下基础。Step 4 Reading activity1、Lead in a reading .T: Today we know Gogo and Jennys hobbies .Look , here comes a friend , Kam . Shes Jennys good frinend . What does she like ? Lets listen . （播放录音）How often does Pam go horse-riding ?（请学生思考并回答）2、Guess some readings and answer questions. （出示 2 篇短文及让学生听录音进行阅读活动，猜一猜阅读文章中的动物是谁？）设计意图进一步指导阅读，并通过故事的阅读，让学生懂得如何去描述自己的爱好。同时，让学生在阅读中感到快乐，让阅读材料变得更加有趣。Step 4 Development 1、Know the stars . （幻灯片出示各类的明星）2、Answer the questions about the stars .3、Example : T talk about “ My favorite stars”4、Ss talk .5、Writing 设计意图从课内延伸到课外，让学生巩固知识。从听、说、读到写，全方位地训练学生，培养学生综合运用语言的能力。Step 5 SummaryT: Today we know more about others hobbies and their life . Look , Yaoming has a good hobby . Me , too . So , a good hobby can be together with you forever .设计意图通过简单的总结，让学生更了解本节课所学的内容。同时，教育学生培养良好习惯或兴趣的重要性，激发学生的学习积极性和学习兴趣。Step 6 Homework Try to describe your familys hobbies and life .设计意图作业是课堂教学有益的补充和延伸，旨在引导学生迁移课堂所学语言，学会结合生活实际，综合运用所学知识，从而使学生达到从学会到会学的飞跃，真正提高学生综合语言运用能力七、板书设计：How often do you go hiking ? like be good at . love You must be good at . Not really . Ggo isnt good at .八、课堂练习一、根据对话内容回答下面问题：1、What is Jenny reading ? _2、How often does Jenny go hiking ?_3、What does Gogo like ?_4、How often does Gogo go ice-skating ?_5、Is Gogo good at ice-skating ?_二、复述对话内容：Jenny is reading about _ .She _ hiking . She _ hiking _ a month .Gogo likes _ .He _ about _ _ a month .He _ good at ice-skating .He goes to see the _ twice a month . 三、讨论：谁是你最喜爱的明星？请用英语谈论一下他（她）的爱好和生活习惯，并写下来: My favorite star _
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