PEP六年級英語上冊教學設計(3-4單元)
(2)教師接下來說“liu yun is going to have a busy weekend,too.what is she going to do? please read the passage and answer my questions.”教師可以根據段落內容順序設計問題,讓學生朗讀一遍課文后依次口頭回答。
(3)學生以小組為單位討論并回答問題,如有不同答案,師生共同探討,找出最佳答案。
(4)教師放課文錄音,學生跟讀兩遍后全班一起朗讀,再自由朗讀課文l一2遍。
(5)學生獨立填充liu yun's weekend plan,并在組內互相討論,交流與校對。
step 4:鞏固和延伸(consolidation and extension)
(1)學生模仿跟讀let's read的錄音,并把自己的朗讀錄音后交給教師。
(2)學生模仿課文表述自己的周末活動安排。
(3)學生做本部分活動手冊的配套練習。
第四課時 教學設計
一、教學目標:
1. 知識目標
(1)能夠聽、說、認讀單詞或詞組:dictionary,post card,newspaper,magazine,comic
book;并能夠書寫post card;newspaper和comic book。
(2)能夠聽、說、認讀句子:“what are you going to do? i'm going to buy an english book in the bookstore.when are you going? this afternoon.”并能進行關鍵詞的替換練習。
2. 能力目標
(1)能夠用所學句型“what are you going to buy? i'm going to buy…”進行l(wèi)et's play部分的購物活動。
(2)能夠聽懂并會吟唱let's chant部分的歌謠。
(3)能夠了解音標/a:/,/q/,/w/,/t/,/m/,/n/,/n/的音和形并會朗讀相關例詞;能夠完成read and match部分看圖、讀音標、辨詞形后連線的練習。
3. 情感目標
培養(yǎng)學生熱愛讀書的良好習慣,從而開闊視野。
二、教學重難點:
重點:聽、說、讀、寫有關書籍的四會單詞和短語。
難點:三會單詞dictionary的發(fā)音及四會單詞的拼寫。
三、教學媒體:
1. 教師準備本課時有關于歌曲、故事、游戲的課件。
2. 教師準備單詞卡片及有關書籍。
3. 學生準備本節(jié)課有關書籍。
四、教學過程:
step 1:warm-up
(1)師生會話,引導學生用第三冊的歌曲“how many books do you have?”來提問。
(通過對話復習學過的知識,為授新課做準備。)
(2)學生齊唱歌曲:how many books do you have? 教師自編歌詞給予回答。
學生:how many books do you have? do you have, do you have? how many books do you have? big or small?
教師:i don't have any books, any books, any books. i don't have any books, and i'm going to buy.
(歌曲用來調動學生的熱情,從而很好地引導學生進入教學活動。同時教師用歌聲來回答,激發(fā)學生的創(chuàng)新意識。)
(3)就歌曲提問學生:how many books do i have? what am i going to do?
step 2:presentation
a. 教學單詞
教師:i am going to buy some books, some of the animals are going to buy some books, too. now let's listen to the story, and find out what are the animals going to buy?(以課件呈現(xiàn)故事)
(在趣味故事鍛煉學生的聽力,同時為了更好地引出新單詞,讓學生在故事中初步感知單詞的讀音。)
(1)就故事提問,引出新單詞post card, newspaper,magazine,comic- book,并出示其音標。567891011121314 unit 3 教學設計
第一課時
一、教學目標:
1. 知識目標:
(1)能夠聽、說、認讀句型:“what are you going to do this evening? i'm going to the cinema.”并能對其中的動詞和時間短語進行替換操練。
(2)能夠聽、說、認讀動詞短語:take a trip,go to the cinema,read a magazine.
(3)能夠聽、說、讀、寫時間短語:next week,this morning/afternoon/evening;并能夠聽、說、認讀時間短語:tomorrow,tonight.
2. 能力目標:
(1)能在實際情境中初步運用what are you going to do this morning/this afternoon/this evening/next week/tonight? i’m going to……這一句型進行交際。
(2)能夠在pair work中合理安排自己的活動時間并與他人進行交流。
3. 情感目標:
培養(yǎng)學生合理安排自己的學習與生活的能力。
二、教學重難點:
重點:能夠聽、說、讀、寫let's learn部分的四會短語;并能替換 going to do句型中的動詞和時間短語對將來的活動進行表述。
難點:四會詞匯的聽、說、讀、寫以及對be going to do句型了解和替換操練。
三、教學媒體:
1.教師準備動詞短語卡片,如:take a trip,go to the cinema等。
2.教師準備let's start部分的教學掛圖。
3.教師準備錄音機和本課時的錄音帶。
四、教學過程:
step 1:熱身(warm-up)
(1)教師課前放本單元歌曲“what are you going to do?”學生初步感知be to do句型。
(2)師生進行日常會話,可將重點放在動詞短語的問答上,如:
step 2:預習(preview)
(1)教師出示課前準備好的課程表,說“look! we have so many classes in a指著monday說:“what classes do we have on mondays?'’幫助學生一起說“on mondays,we have english,chinese,math.…”再請學生回答其他幾個的課安排。
(2)教師出示當天的日歷,師生進行問答
(3)“演一演、猜一猜”活動
教師準備好動詞短語卡片,如:play spots,go hiking,do morning exercises.
the cinema,take a trip,read a magazine等以及相關道具,如電影票、雜志、背包、太陽帽等。生抽出一張卡片,根據上面的圖片或文字,用動作表現(xiàn)出來,其他學生猜什么短語。當有學生抽到新短語read a magazine時,教師可引他借助雜志來進行表演,其他學生由此可能會猜:read a book,教師借機引入新詞magazine。教師可將take a trip留到最后自己表演,借助背包、太陽帽產生可能會猜出是go hiking,教師說:“no,i'm going to take a trip.,’引出新短語take atrip。教師可設立“最佳表演獎”來鼓勵學生進行創(chuàng)造性表演,也可設立;‘心有靈 犀獎”來鼓勵學生踴躍競猜。
(4)教師放課文的錄音,學生靜聽一遍后跟讀,(教師可對‘i’m going to the cinema.”加以解釋,語法規(guī)則見教學參考資料庫。)隨后學生兩人一組進行練習,教師引導他們主動替換對話中的時間和動詞短語,進行更為廣泛的操練。
pair work
教師出示pair work部分的表格,說:look!here are some activities that are good for you.please decide when you are going to do them and tell your partner.pay attention:you can do them in two weeks.234567891011121314
學生先在表格中填人時間短語,然后進行結對操練。教師請幾組學生演示對話。
step 3:鞏固和延伸(consolidation and extension)
(1)學生抄寫本課時的四會詞匯。
(2)學生以表格形式安排自己第二天的活動并向朋友或家人介紹。
(3)學生跟錄音學唱歌曲“what are you going to do?”
(4)學生做本部分活動手冊的配套練習。
第二課時 教學設計
一、教學目標:
1. 知識目標:
(1)能夠聽、說、讀、寫句型:what are you going to do on the weekend? i'm going to visit my grandparents this weekend.
(2)能夠完成let's try部分聽錄音判斷對錯的練習。
2. 能力目標:
(1)能在group work部分合理安排周末的旅游項目。
(2)能夠聽懂、會唱歌曲“what are you going to do?”
(3)情感目標:
培養(yǎng)學生合理安排自己的學習與生活的能力。
二、教學重難點:
重點:學生能準確、自如地運用(并會書寫)be going to do句型描述自己的活動計劃與他人進行交流。
難點:聽、說、讀、寫四會掌握句型:what are you going to do on the weekend ?i'm going to visit my grandparents this weekend.
三、教學媒體:
1. 教師準備一張簡明地圖,圖中標有zoo,theme park,cinema,school,bookstore,post office,pet shop等場所。
2.教師準備一張當?shù)氐暮喢髀糜螆D。
3.學生以四人為一小組準備當?shù)氐暮喢髀糜螆D。
4.教師準備錄音機和本課時的錄音帶。
四、教學過程:
step 1:熱身(warm-up)
(1) 教師課前放歌曲“what are you going to do?”
(2)學生根據自己設計的表格向其他學生介紹自己一天的活動安排.
step 2:預習\preview let' try
教師說:“the national day is coming.i have a friend in shanghai.what is she going
to do? let's listen to the tape and find out.”教師可分三次放錄音,并根據學生的際情況有針對性地提問。學生聽錄音、回答問題并完成判斷正誤的練習?晒┛嫉膯栴}如下(!)where is she going ②how is she going there? ③who is she going with? is she happy? ⑤what is she going to buy?
step 3:新課呈現(xiàn)(presentation)
let's sing
教師接著let's try部分說:the girl is going to be doing on the national day.she's very happy.now let's listen to a song and find out what the children are going to do on saturday. ok?
教師放c部分的歌曲,學生跟唱兩遍后分師生、男女生或在小組間展開對唱。
let's talk
(1)對唱結束后,教師出示標有動物園、電影院等地點的簡明地圖,并圈出動 園所在位置,說:“the boy/girl(根據歌曲錄音中的聲音)is going to zoo.his/her home is here.(教師指著地圖中離動物園較遠的某一地點)is it far from the zoo?”學生回答:“yes,it is far from the zoo.'教師再問:“how can he/she get to the zoo?”引導學生回答:“by bike/bus/taxi.”等。
(2)教師放let's talk部分的錄音,學生跟讀并分角色朗讀。學生開展組與組之間的朗讀比賽,教師鼓勵學生對對話中的時間和地點進行替換。
(3)教師出示打亂順序的單詞卡片,如:what ,do,going,are, the,to,you,weekend. 又如:i,going,visit,to,am,my,this,grandparents,weekend。要求學生在最快時間內組合成句。師生一起拼讀其中較難的單詞如:weekend,grandparents,visit。34567891011121314
(4)教師引導學生書寫四會句型。
group work
教師出示當?shù)芈糜螆D,師生可先就旅游景點自由會話,如:“where is it ? how do you go there?”等。
然后教師布置任務now you are a tour guide.please write a schedule for this weekend.
see who can design the best schedule for us.
學生先在課文表格中寫出自己的活動設計,并在小組內進行表述。組內推選出一
名“最佳小導游”,如果時間允許還可舉行全班性的比賽。
step 4:鞏固和延伸(consolidation and extension)
(1)學生朗讀本課時的對話。
(2)學生抄寫四會句子。
(3)學生對自己的周末活動做出詳細安排,并以表格形式寫出。
(4)學生將本單元的歌曲唱給家人或朋友聽并錄音.
(5)學生做本課時的活動手冊配套練習。
第三課時 教學設計
一、教學目標:
1. 知識目標:
能夠讀懂let's read中的段落。
2. 能力目標:
(1)根據let’s read部分的內容寫出提綱式的liuyun's weekend plan.
(2)能夠模仿文段內容陳述自己的周末活動安排。
3. 情感目標:
培養(yǎng)學生合理安排自己的學習與生活的能力;讓學生感知美好的生活。
二、教學重難點:
重點:閱讀段落并根據段落內容進行第三人稱的轉述,掌握第三人 稱吋be going to do句型的用法。
難點:轉述時第一人稱與第三人稱的人稱代詞與物主代詞的變換。
三、教學媒體:
1.教師準備若干張表格(形式見教學過程說明)。
2.教師準備錄音機和本課時的錄音帶。
四、教學過程:
step 1:熱身(warm-up)
(1)教師課前放學生錄制的本單元歌曲的錄音,全班一起欣賞并評一評誰白
最動聽。
(2)師生同唱歌曲“what are you going to do?”
(3)教師出示第二課時中the great wall,theme park和當?shù)夭糠置麆偌案鞣N如bookstore,pet shop的圖片(包括生詞supermarket)。先請一名學生示范問答,如:what are you going to do this morning ?i'm going to visit the great wall.how do you get there? by train.…教師鼓勵學生踴躍提問,而非師生間單向問答。
step 2:預習(preview)
教師請幾名學生介紹自己的周末安排。在學生介紹的過程中,教師可根據提出更細節(jié)性的問題,姐“when are you going to get up on saturday? where are you going on saturday morning ?how are you going to the zoo?”等。在一名學生答之后,教師給予評價,如:“wonderful !you're going to have a busy weekend,are you?”等,并向其他學生提問:“what is a going to do on saturday morning? he is going with?”等,引導學生將第一人稱改為相應的第三人稱進行回答,生回答的內容以短語形式填人課前準備好的表格中.完成表格后,教師說: “amy is going to have a busy weekend.”板書have:weekend,引導其他學生以“i'm going to have a busy weekend.”為開頭介紹周末安排,并邀請其他學生做簡單記錄,對于其中涉及的非四會詞匯或其他的詞匯可師生一起拼寫。
step 3:新課呈現(xiàn)(presentation)
let's read
(1)在幾名學生匯報完周末活動安排后,教師廣泛而快速地詢問其他學生:what are you going to do on saturday/sunday morning?”等,確認學生能正確使用句型:“i'm going to…”來回答。4567891011121314
(2)教學以上四個單詞(齊讀單詞magazine;指名拼讀單詞post card及comic book的音標;教學單詞newspaper時,問:how many words can you see from this word? what are they? new means“新的”;news means“新聞”;paper means“紙”;專門寫新聞的紙,我們稱為報紙)。
(magazine已學過,故只需齊讀,其他單詞是為了更好地檢查學生的自學情況,以及檢查學生剛才從故事中對獲取信息的熟悉程度。)
(3)以游戲“找字典及其主人”教學單詞dictionary。
a. 教師:if we don't know the word, we can look it up in the dictionary. (板書:dictionary)。
b. 把字典放在某些地方,讓一個學生找,其他學生跟老師邊拍手邊說:dictionary, dictionary, where is the dictionary?
c. 學生找到字典后,要求他再找一找“這是誰的字典?”
(通過游戲的形式,讓學生在玩中學習該單詞,從而突出重點。)
(4)以相關圖案檢查學生對單詞的了解。(出示“姚明”“灌籃高手”問:who is he? where can you see him?)
(通過問答,拓展學生的知識。)
(5)以游戲“猜猜我打算去買什么?”鞏固所學的單詞。
(6)以游戲“單詞接龍”復習有關書籍的單詞(游戲規(guī)則:要求四名學生排成一列,第一個學生說一個單詞,第二個學生在原有的基礎上再說一個新單詞,以此類推,其他學生動手記一記。)
(7)利用“深呼吸——讀單詞——譯碼——內視單詞——記下單詞——對照單詞”的方法熟記單詞newspaper, post card, comic book.
(8)以游戲“你呼我應”檢查四會單詞掌握情況。(游戲規(guī)則:把學生分成兩組,一組說:二組的,來一本漫畫書。二組的說:嘿,來了,然后拼讀該單詞,然后用升、降調各讀一次。)
(通過各種游戲,檢查學生對單詞的鞏固。)
b. 教學句子
(1)以會話形式出現(xiàn)所學句子,并齊讀。
(2)板書課題,聽錄音。
(3)利用所學句子并進行關鍵詞的替換。
step 3:extension
a. 完成let's play部分。
(1)教師以售書者的身份呈現(xiàn)let's play部分。
(2)請一名學生幫教師賣掉一本書。
(3)分組練習,推選出男女售書者各一名。
(4)男女售書者進行賣書活動。
(聯(lián)系生活實際,讓學生在此情境中運用知識,體會生活。)
b. 小結
(1)口頭小結。
(2)完成有關單詞的練習。
(3)吟唱有關句子的改編歌曲(歌詞在后)。
(在歌聲中小結,在歌聲中盡一步鞏固知識,同時激發(fā)學生的創(chuàng)新意識。)
step 5: 作業(yè)
用今天所學的單詞或句子自創(chuàng)歌謠或歌曲。
(讓學生根據回去自編歌謠或歌曲,體會創(chuàng)新。)
第五課時 教學設計
一、教學目標:
1. 知識目標
能聽、說、讀where, what 及 when引導的特殊疑問句并能做出相應的回答。
2. 能力目標
能綜合運用四會句子:
where are you going this afternoon?
i’m going to the bookstore.
what are you going to buy?
i’m going to buy a comic book.
3. 情感目標
培養(yǎng)學生合理安排自己的學習與生活的能力,培養(yǎng)學生從小樹立遠大理想并為之努力的思想意識。
二、教學重難點:
重點:三個特殊疑問句的問與答以及各種信息的替換和交流。
難點:學生能運用what,where,when疑問句進行真實的交際以工67891011121314
組四會句型的正確書寫。
三、教學媒體:
1.教師準備一張簡明地圖,標出bookstore,shoe store,fruit stand,pet shop等場所。
2.教師準備各商店所出售的貨物的小卡片。
3.教師準備錄音機和本課時的錄音帶。
4.教師課前在黑板上畫出下列表格:
四、教學過程:
step 1:熱身(warm-up)
(1)全班一起吟唱let's chant的歌謠。
(2)單詞拼寫競賽
要拼寫的單詞包括:this morning/afternoon/evening,next week,newspaper,
postcard等?刹扇⌒〗M合作的“接龍式”拼寫形式;也可以選取組內一名學生拼寫全部單詞。拼出單詞最快最多的組獲勝。
(3)教師出示簡明地圖,師生問答如下:
r:whatshopisit?
s:it's a bookstore.
r:what can you buy in the bookstore?
s: …
在學生回答各商店所出售的物品時,教師根據其回答貼出物品的小卡片,如:
fruit stand:orange,apple,pear,banana….shoe store:sneakers,sandals,boots….(此時可引導學生說“a pair of sneakers/boots'’等)
step 2:預習(preview)
let's try
教師指著地圖中的商店及各商店所出售的物品說:look!there are so many stores
and so many goods.let's listen to the tape and find out:①where is sarah going? ②what
is she going to buy? ③who is she going with?
教師放三遍let's try部分的錄音,以上問題可根據學生的實際情況分三次提出,直到多數(shù)學生能回答并能將前兩項答案填人教師課前畫出的表格中。在填表過程中,教師請學生一起拼寫其中的四會單詞,如:bookstore,comic book。
step 3:新課呈現(xiàn)(presentation)
let's talk
(1)“我的購物計劃”活動
教師指著黑板上的簡明地圖及表格說:look,sarah and chen j1e are going t(bookstore.where are you going? what are you going to buy? when are you go please write a shopping plan.指導學生結合表格中的購物地點、時間及商品三項提示,根據自己的購物;制定一個購物計劃,組內學生可以互相交流討論。
學生做好計劃后,師生根據表格中的三點要求:where,what,when進行提問。
教師先與幾名學生進行上述對話,再由學生提問來獲知教師的購物計劃由學生將有關信息填人表格中。學生兩人一組互相丫解對方的shopping plan,靈活運用where,when,what導的三個疑問句互相提問和回答。
(2)教師放課文的錄音,學生靜聽后跟讀,再分角色朗讀。
(3)學生兩人一組根據課本上的替換圖對對話中的各種信息進行替換,教師文指導,并請幾組學生進行示范。
(4)教師引導學生進行四會句子的書寫。
pair work
(1)學生兩人一組相互采訪,根據表格中提供的三個疑問句了解同伴當天下午活動安排(不一定是購物),并簡要記錄信息。
(2)教師請幾組學生在班級內演示采訪過程。教師可對采訪者的采訪記錄進行調查和評價,也可在不同桌的學生之間展開互評。
step 4:鞏固和延伸(consolidation and extension)
(1)學生抄寫本課時的四會句子。
(2)學生課后對父母或朋友的近期活動進行采訪,記錄結果并錄音,把文字及料以及錄音材料交給教師。
(3)學生吟唱本單元的歌謠,錄音后與錄音帶進行比較,不斷改進語音語調。7891011121314
第六課時 教學設計
一、教學目標:
1. 知識目標
(1)能夠讀懂let’s read部分,并能完成選詞填填空練習。
(2)完成let’s check 的聽音選圖練習。
2. 能力目標
(1)能夠根據對話內容回答文后題目。
(2)能理解good to know部分的內容。
3. 情感目標
培養(yǎng)學生從小樹立遠大理想并為之努力的思想意識。
二、教學重難點:
本課時的教學重點和難點是聽、說、認讀let's read部分的對話。
三、教學媒體:
1.教師準備各種職業(yè)的單詞卡片,如:soldier,doctor,nurse,farmer,english teacher,
chinese teacher,science teacher等。
2.教師準備關于文字記載方式的發(fā)展演變的圖片或影視資料片.
3.教師準備錄音機和本課時的錄音帶。
四、教學過程:
step 1:熱身(warm-up)
(1)師生一起吟唱let's chant部分的歌謠。
(2)教師出示各種職業(yè)的單詞卡片,與學生進行問答:“what is he/she? he’s/
she's a doctor.”等。教師把職業(yè)單詞寫在黑板上。
step 2:預習(preview)
task time
(1)教師指著黑板上各種職業(yè)的單詞說: “everyone has a dream.what are you
going to be in the future? discuss with your partner.”引導學生使用“i'm going
to be a…”進行分組討論,教師指導并適當記錄學生的討論情況。
(2)教師與學生快速問答,如:
r:what are you going to be one day?
s:i'm going to be a teacher.
r:oh,you want to be a teacher.(每項問答后教師都用這句話做總結,也可逐
步引導學生使用句型“1wanttobe…”進行回答。)
step 3:新課呈現(xiàn)(presentation)
let"s read
(1)教師進行總結說:“you're great.you have many wonderful dreams.sarah has a wonderful dream ,too.what is she going to be one day? what is she going to do this weekend? let's read a dialogue.”學生仔細閱讀對話,教師走動答疑。
(2)教師請學生簡要回答剛才提出的兩個問題,如:“a science teacher.plant trees.” 然后師生間自由會話:“do you want to be a science teacher?'’教師根據學生的回答繼續(xù)提問:“do you like plants ?are you going to plant any~ees?”教師作出思考的表情,停頓一下說:“what else? let me see.…”然后做出想起千千冬:
的樣子,問:“are you going to read any magazines about plants?do you need magazines about plants?'’教師板書a magazine about patoto師生自由會話后一起朗讀文后提出的問題,學生再帶著問題默讀或朗讀對蟧;同桌之間或組內同學可以互相討論問題的答案并在橫線上書寫答句。
(3)教師請學生回答問題,全班進行核對。教師提醒學生注意拼寫準確、書寫規(guī)范。
(4)教師放課文的錄音,學生跟讀后全班一起朗讀,然后分角色朗讀。
good to know
教師引入該部分教學:some of you want to be chinese teachers.so you should know something about the history of chinese writing.教師借助資料片介紹該部分,擴充學生的知識面。
step 4:鞏固和延伸 (consolidation and extension)
(1)story time
教師說:zoom has a dream,let's watch the vcd.too.he wants to learn how to swim.how does he learn?891011121314
教師放story time的vcd(也可以呈現(xiàn)掛圖并放故事的錄音)。學生觀看后討
論故事的涵義,體會“learn by doing.”的道理。
(2)let's check
教師放該部分錄音,學生聽錄音選出正確選項。</p< p>
unit4 教學設計
第一課時
一、教學目標:
1. 知識目標
(1)三會句子:what’s your hobby? i like collecting stamps.
(2)四會動詞短語的ing 形式:collecting stamps, riding a bike, diving, playing the violin, making kites.
2. 能力目標
(1)能夠聽、說、認讀句子:what’s your hobby? i like collecting stamps
(2)能夠聽、說、讀、寫動詞短語的ing形式:collecting stamps, riding a bike, diving, playing the violin, making kites.
3. 情感目標
鼓勵學生發(fā)展廣泛的興趣與愛好,培養(yǎng)學生樂于與人交往的性格。
二、教學重難點:
重點:掌握五個動詞(短語)的ing形式。
難點:拼寫:riding,diving,making。
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.教師準備a部分let's learn的單詞卡片。
3.教師準備郵票、風箏。
4.學生準備a部分let's learn的單詞卡片。
四、教學過程:
step 1 warm-up
sing a song with the students .
(設計意圖:通過歌曲渲染氣氛,使學生快速進入到英語學習狀態(tài)。)
step 2 revision
1、teacher does some actions ,get the students to guess the phrases .for example :read a book, draw pictures , listen to the music , play football, etc.
(設計意圖:通過做動作,幫助學生回憶學過的動詞短語,為本課的短語學習做鋪墊。)
2、teacher asks the students some questions : do you like drawing? do you like playing football ? do you like listening to music ? etc.
(設計意圖:通過與學生的自由交談,練習句型,為本課動詞ing形式的運用埋下伏筆。)
step 3 new concept
1、teacher shows a kite to the students : look ,what’s this ? do you like flying kites ? get the students to answer . then teacher shows the cai , look, what is he doing ? (making kites) teach the new phrase.
2、teacher do the actions :ride a bike and play the violin ,get the students to guess and learn the new phrases .
3、teacher shows the cai, get the students to look at the pictures about diving, learn the new word.
4、teacher shows the stamps , learn the new phrase.
(設計意圖:通過實物、動作、圖片等各種形式,對新詞語進行呈現(xiàn),讓學生通過不同的方式感知新短語。)
step 4 practice
1、get the students to listen to the tape and repeat the phrases.
2、read the phrases in different ways .
3、work in groups , one student act out the phrase ,the others guess.
(設計意圖:通過跟讀,為學生正音,通過各種有趣的操練,使學生在最短時間內掌握短語。)
step 5 new concept
teacher draws a picture on the blackboard and say : i like drawing pictures . then , teacher shows some pictures to the students : look , they are my picture works , i like drawing , my hobby is drawing pictures.91011121314
(write “hobby” on the blackboard.) teach the new word .
t: what’s my hobby ? i like drawing pictures .(write “i like …”on the blackboard)
then ask : what’s your hobby ? help the students answer the question.
(設計意圖:通過老師的表演及創(chuàng)設的情景,讓學生理解愛好一詞,并運用以前所學和本課所學進行表達。)
step 6 practice
get the students to work in pairs , talk about their hobbies .
get the students to make a survey, ask some classmates about their hobbies .
(設計意圖:為學生創(chuàng)設真實情景,使其能在語境中練習語言。)
step 7 chant
make a chant using the new phrases and sentences in this class.
chant: hobby, hobby , what’s your hobby ?
diving ,diving , i like diving .
hobby , hobby , what’s your hobby ?
making , making , i like making kites.
(設計意圖:課的最后用本課所學新知識編成瑯瑯上口的歌謠,方便學生積極,提高學生興趣。)
homework:
get the students to ask their friend about their hobbies.
第二課時
一、教學目標:
1. 知識目標
學生能聽懂、會讀、會說let’s talk部分內容。
2. 能力目標
(1)能較熟練地運用句型:he / she likes…
(2)聽懂let’s try的錄音并選出正確的答案。
3. 情感目標
鼓勵學生發(fā)展廣泛的興趣與愛好,培養(yǎng)學生樂于與人交往的性格。
二、教學重難點:
重點:句型:what's your hobby? i like collecting stamps.he likes collecting stamps,too.
難點:在實際情景中正確運用句型:he/she likes…
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.多媒體教學課件。
四、教學過程:
step 1 warm-up
sing the song“walking”with the students .
(設計意圖:通過歌曲為學生創(chuàng)設英語學習氛圍,讓學生迅速進入到英語學習狀態(tài)。)
step 2 revision
1、show the cai, get the students to read the phrases ,when they read , do the actions .
(設計意圖:通過大屏幕,讓學生溫習所學過的動詞短語及其ing形式,為下面的表達打下基礎。)
2、t does a free talk with the students, talk about their hobbies.
(設計意圖:幫助學生回憶上節(jié)課所學句型,與學生進行真實交流。)
3、get the students to have a chain drill ,talk about their hobbies .
(設計意圖:生生之間的對話,讓學生練習上節(jié)課主要句型,為本課做作鋪墊。)
step 3 new concept
t does the chain drill with the students at last ,and ask the students the questions .
chain drill:
s1:what’s your hobby, s2?
s2: i like riding a bike. what’s your hobby , s3?
s3: i like reading a book . what’s your hobby , miss jiang ?
t: i like flying kites . (write the sentence on the blackboard)what’s your hobbies , s4?
s4: i like playing football.
t: what’s s4’s hobby ? help the students answer :he likes playing football.1011121314
(write the sentence :he likes on the blackboard.)
(設計意圖:通過和學生做連鎖操練,自然地從第一人稱主語轉為第三人稱主語,在和學生的真實交際對話中融入第三人稱的句型,深入淺出。)
step 4 practice
get the students to work in pairs , talk about their hobbies ,and then tell the teacher their partner’s hobbies .
(設計意圖:通過對話,讓學生了解同伴的愛好,并用第三人稱在班內匯報,練習以第三人稱做主語的句型:he likes…she likes… )
step 5 let’s try
get the students to listen to the tape , circle the right answers .
(設計意圖:在上一環(huán)節(jié)的練習基礎上,通過聽力練習,進一步感知句型,為學習let’s talk做準備。)
step 6 let’s talk
t: what’s bill’s hobbies ? ss: he likes …
t: do you know what john’s hobby is ?
t shows the picture of a stamp show to the students , get the students to answer .
t: what about wu yifan , let’s listen to the tape .
get the students to listen to the tape and answer the question.
(設計意圖:通過問題,使學生理解對話內容,能夠在交際中正確使用句型。)
step7:practice
1、get the students to listen to the tape and repeat .
2、get the students to do the dialogue in pairs .
(設計意圖:通過練習進一步熟練句型)
step 8 guessing game
t shows the cai, there are some people in the picture, get the students to guess their hobbies .
(設計意圖:通過猜愛好,讓學生在練習句型的同時提高學習興趣。)
step 9 make a survey
get the students to work in groups , ask the partners about their hobbies .
(設計意圖:通過調查和報告,讓學生進一步鞏固所學句型。)
homework: get the students to ask their parents about their hobbies .
第三課時
一、教學目標:
1. 知識目標
(1)能夠聽、說、認讀let's read中的兩封電子郵件。
(2)了解一些有關英語信封書寫的知識。
2. 能力目標
能夠聽懂、會唱歌曲“my pen pal”。
3. 情感目標
培養(yǎng)學生樂于與人交往的性格。
二、教學重難點:
重點:閱讀let's read中的兩封電子郵件。
難點:能理解、認讀句子:my twin sister ann likes drawing picture and making kites.we look the same,but we don't like the same things.tell me something about you.
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.教師準備單詞卡片
3.教師準備一個用漢語書寫的信封與一個用英語書寫的信封。
四,教學過程:
step 1 warm-up
teacher plays the tape , get the students to listen to the song“my pen pal”.
(設計意圖:歌曲引入課堂,既創(chuàng)設英語學習氛圍,又通過歌曲內容為本課學習做鋪墊。)
step 2 revision
1、show the cards to the students , get the students to read the cards and act out the phrases.
2、teacher does a free talk with the students ,ask the students some questions .
3、get the students to have a chain drill ,ask and answer the question : what’s your hobby ? i like…,then the teacher ask the students : what’s …’s hobby ? get the students to answer : he/she likes …11121314
(設計意圖:通過從短語到句子的層層復習,使學生鞏固前兩課所學內容,能夠熟練使用本單元句型。)
step 3 presentation
1、teacher shows the picture about the twins , get the students to describe the two girls , tell the students that they are twin sisters.
t: look at the two girl.this girl has long hair.that girl has long hair,too.this girl has big eyes.that girl has big eyes,too.they look the same.they are twin sisters.they are alice and ann. what is she doing? she's drawing picture. what about the other girl? what is she doing? she's writing an e-mail.what are their hobbies? now let's read an e-mail.
2、 teacher plays the tape , get the students to listen and answer the questions : what’s alice’s hobby ? what’s ann’s hobby ?
(設計意圖:以問題引入閱讀,帶著問題讀,使讀的活動更加有意義。)
step 4 practice
1、get the students to listen to the tape and repeat.
2、show the cai, there are some sentences on it ,get the students to read the e-mail and tick or cross.
(設計意圖:通過多媒體展示句子,讓學生進行判斷,使學生更加深入理解本段內容。)
step 5 presentation
t: we all know liu yun is alice's friend now.liu yun writes an e-mail to alice.let's read her reply.please read the mail and tell me something about liu yun.
get the students to read the second e-mail by themselves , and then try to say something about liu yun .
(設計意圖:先讀再復述,鍛煉學生的表達能力,以及把文本變成自己語言的能力。)
step 6 practice
1、get the students to listen to the tape and repeat .
2、help the students to finish the questions in this lesson .
3、help the students to say something about the twins and liu yun .
4 、get the students to work in groups , ask some question to the group member , then try to write something about their group member .
(設計意圖:通過跟讀、完成問題以及小組活動,使學生能夠把文中所學靈活運用到自己表達上,達到交際表達的目的。)
step 7 song
get the students to listen to the song and try to sing with the tape .
(設計意圖:英語課堂中英語歌曲的安排主要是為了調節(jié)氛圍,結合所學內容,增加學生興趣,課的最后讓學生學唱歌曲,使學生在輕松愉悅中走出課堂。)
homework : try to write a short passage about their friends .
第四課時
一、教學目標:
1. 知識目標
(1)能夠聽、說、讀、寫五個動詞的第三人稱單數(shù)形式:lives,teaches,goes,watches,reads。
(2)能夠聽、說、認讀句子:does your pen pal live in shanghai? no, he doesn't. he lives in beijing.
2. 能力目標
能夠正確用第三人稱單數(shù)形式描述他人情況。121314
3. 情感目標
鼓勵學生發(fā)展廣泛的興趣與愛好,培養(yǎng)學生樂于與人交往的性格。
二、教學重難點:
重點:聽、說、讀、寫掌握五個動詞的第三人稱單數(shù)形式。
難點:區(qū)別使用后綴s和es。
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.教師準備a、b部分let's learn的單詞卡片。
3.教師準備一些動物單詞卡片和第一單元let's learn部分的單詞卡片。
四、教學過程:
step 1 warm-up
get the students to sing a song together “how do you go to school”
(設計意圖:通過這首歌曲讓學生回憶起各種出行方式,為本課的學習打下基礎。)
step 2 revision
1、teacher shows the card to the students , get the students to read the phrases .
2、do a free talk with the students .
(設計意圖:師生之間的簡單對話,拉近師生之間的距離,為本課將要討論和學習的內容做好心理準備。)
step 3 new concept
1、t: i am a teacher , i go to school every day . i go to school on foot , i live near school , i live in an apartment .(write “live” on the blackboard)
teacher asks a student : do you live in an apartment ? where do you live ?
t: he lives in a house . (write “lives” on the blackboard)
then ask some students the same question , and get the others say : he/she lives in …
2、t: i am a teacher , i read books every evening , but my mother reads newspaper every evening .(write “read” and “reads” on the blackboard)
help the students to say something about i read…. he/she/my mother/my father reads…
(設計意圖:通過教師的描述,在真實的語境中為學生呈現(xiàn)句子,對比第一人稱和第三人稱的不同。)
3、t: i am an english teacher , i teach english .does miss …teach english ? no, she doesn’t ,she teaches chinese.(write “teach” and “teaches” on the blackboard)
let the students to say some sentences about their teachers ,for example: miss…teaches math, mr. wang teaches music, etc.
(設計意圖:為學生創(chuàng)設真實的語境,讓學生進行真實的表達,真正運用第三人稱形式進行交流。)
teach the other words in the same way .
4、get the students to look at the blackboard and try to find out the rules.
5、show the cai , help the students to understand the rules .
(設計意圖:通過大屏幕,以學生能接受的方式表達英語中的這一規(guī)則,在多次感知后進行簡單總結,符合學生的年齡特點。)
step 4 drill
t say some sentences about i … , get the students to say the sentences about he/she/my mother/my friend/lily …for example:
t: i go to school on foot . s: liu yun goes to school by bike .
t: i read books in the evening . s: my mother reads a magazine in the evening .
(設計意圖:通過操練,讓學生對這一句型瑯瑯上口,能夠較流利的表達以第三人稱單數(shù)做主語的句子。)
step 5 practice
1、get the students to look at the pictures about bill, say some sentences about bill in groups .1314
2、get the students to say something about their friends .
(設計意圖:從文本中給出的練習內容,到實際生活中對朋友的描述,使第三人稱單數(shù)做主語時動詞的用法真正用于交際。)
homework: tell something about your parents.
第五課時
一、教學目標:
1. 知識目標
能夠聽、說、讀、寫句型:does she teach english? no, she doesn't. / yes, she does.
2. 能力目標
(1)能按要求用簡單的英語做游戲。
(2)能聽懂、會說本單元的歌謠 “ tell me about your pen pal”。
(3)能借助圖片讀懂短文,并能在短文當中找到所需的信息。
3. 情感目標
(1)培養(yǎng)學生的合作精神,引導學生通過以舊帶新的方式自主學習,同時注重合作學習。
(2)使學生養(yǎng)成在學習中集中注意力的好習慣,積極運用所學英語進行表達和交流。
二、教學重難點:
重點:四會掌握句型:does she teach english? no,she doesn’t.yes,she does.
難點:在實際情景中正確運用所學對話。
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.教師準備b let's learn的單詞卡片和b let's talk的掛圖。
3.教師準備卡片若干,正面寫有人名,反面寫有地名。
四、教學過程:
step 1 warm-up
get the students to sing the song together .(my pen pal)
(設計意圖:通過歌曲,使學生進入到英語學習氛圍,迅速進入到學習狀態(tài)。)
step 2 revision
1、work in pairs , talk about their hobbies.
2、have a chain drill, ask and answer : do you like …?
(設計意圖:通過連鎖練習,為本課的句型學習打下基礎。)
step 3 let’s try
get the students to listen to the tape and circle the right answer.
(設計意圖:通過聽力練習,使學生對does she/he…這一句型有初步感知。)
step4 presentation
1、t: what does your mother do ? does she go to work by bike ?(write the sentence “does your mother/she …?”on the blackboard)
t: do you know miss wang ? does she teach english ? does she teach math ?
help the students answer the questions and write the answers on the blackboard.
t asks several students , make sure the students understand .
(設計意圖:通過學生生活中的真實情景問答,自然運用本課句型,讓學生容易理解感知。)
2、t: zhang peng’s mother is a teacher, does she teach english ? let’s listen to the tape.
step 5 practice
1、get the students to listen to the tape and answer the question.
2、listen to the tape and repeat.
3、get the students to work in pairs , change the phrases ,talk about the questions : does your mother go to work by bike ? does your father read books in the evening ? does your mother live in the city ?
4 call some students to do open pair work in the class.
(通過同桌操練,進一步熟練該句型的運用。)
step 6 guessing game
play a game with the students.
t: this is a kind of animal .
s: does it live in the forest ? does it live in the river ?14
t: yes, it does./no, it doesn’t. get the students to guess what it is .
t: she is our teacher .
s: does she teach math ? /does she teach chinese?
t: yes, she does./no, she doesn’t. get the students to guess who she is .
(設計意圖:通過游戲,制造信息差,讓學生在交流中運用,增強學生興趣。)
step 7 consolidation
1、get the students to listen to the tape and tick.
2、teacher show a picture and some verbs to the students , get the students to ask and answer in groups.
(通過大屏幕,讓學生進一步對本課句型進行鞏固練習。)
homework: practice the sentences using some pictures.
第六課時
一、教學目標:
1. 知識目標
(1)能夠聽、說、認讀句子:they are very different.
(2)能夠完成let’s check部分的練習。
2. 能力目標
(1)能夠讀懂let’s read部分,并能完成相應的活動。
(2)能夠完成task time部分的活動。
3. 情感目標
鼓勵學生發(fā)展廣泛的興趣與愛好,培養(yǎng)學生樂于與人交往的性格。
二、教學重難點:
重點:理解let's read中的短文。
難點:理解let's read中的短文。
三、教學媒體:
1.教師準備錄音機及錄音帶。
2.教師準備a、b部分let's learn的單詞卡片和b let's read的掛圖。
四、教學過程:
step 1 warm-up
get the students to say the chant in this unit .
(設計意圖:師生同說歌謠,快速進入到英語學習狀態(tài)。)
step 2 revision
1、t shows the cards about the phrases in this unit ,get the students to do pair work.
2、get the students to have a competition , spell the words and phrases in this unit .
(設計意圖:通過同桌問答及競賽,對本單元前面內容進行綜合復習。)
step 3 presentation
t: do you remember alice and her sister ann ? they are twins , they look the same ,but they are very different .do they have the same hobbies? do they like the same things? do they go to school together? let's read.
get the students to read the passage by themselves,and then answer the questions.
(設計意圖:讓學生帶著問題讀,使讀的活動更加有意義。)
step 4 practice
1get the students to listen to the tape and repeat.
2 get the students to work in groups , read the passage .
3 get the students to make some questions about this passage , ask and answer in pairs.
(設計意圖:學生小組活動,加深對文本的理解。)
step 5 competition
divide the class into two groups , get the students to make sentences using the sentence pattern in this unit .
(設計意圖:通過競賽,使學生對本單元的句型加強掌握。)
step 6 game
get the students to work in groups ,one student to be a famous person, the others to be reporters , ask the famous person some questions.
(設計意圖:通過角色扮演游戲,給學生創(chuàng)設情境,讓學生在輕松愉悅的氛圍中練習句型。)
homework: write the sentences and phrases in this unit .
版權聲明:本文內容由互聯(lián)網用戶自發(fā)貢獻,該文觀點僅代表作者本人。本站僅提供信息存儲空間服務,不擁有所有權,不承擔相關法律責任。如發(fā)現(xiàn)本站有涉嫌抄襲侵權/違法違規(guī)的內容, 請發(fā)送郵件至 yyfangchan@163.com (舉報時請帶上具體的網址) 舉報,一經查實,本站將立刻刪除