PEP新版六年级上册第四单元教案.docx

1、PEP新版六年级上册第四单元教案Unit Four I Have a Pen Pal第一课时Unit 4 A Lets talk教学设计(A Lets try Lets talk)一、教学目标（一）认知目标1. 能够听、说、读、写句型What are Peters hobbies? He likes reading stories.并能在实际情景中灵活运用。2. 能独立完成Lets try部分的练习。3. 能够唱歌曲My new pen pal.（二）能力目标培养学生的听力技巧及口头表达能力。 （三）情感目标 教育学生积极运用所学语言进行表达与交流。二、教学重难点（一）重点掌握句型 What

2、are Peters hobbies? He likes reading stories.突破方法：朗读课文，进行替换练习，突破重点。（二）难点在实际情景中正确运用句型He/She likes .突破方法：熟练朗读课文，进行情景对话，突破难点。三、教法与学法引导法，点拨法。 四、教学准备教师准备多媒体课件、课文情景动画或音频MP3，另外有海报，照片等。 五、教学过程Step 1: Warm-up1. 教师出示动词短语图片，要求学生根据图片内容做动作并说出该短语，然后听写这些短语，可请几名学生在黑板上示范书写。如：visit my grandparents，see a film，take a t

3、rip，go the supermarket .2. 教师播放歌曲My new pen pal，学生先静听感受旋律，教师适当解释学生不理解的如pen pal。然后师生跟着音乐学唱，最后一起合唱。Step 2: PresentationLets try教师引导学生看问题，并标记出问题中的关键词。然后播放Lets try 问题听录音，回答问题：1 ( ) Peter likes basketball. 2 ( ) Peter isnt tall.教师核对答案，再次播放录音，让学生从录音中找出回答问题的关键语句，尽量让学生听出原文录音。Lets talk1. T: From lets try, wh

4、o is Zhang Pengs pen pal?Ss: Peter.T: Do you want to know more about him?Ss: Yes. T: Zhang Peng is talking with Oliver about Peter. Lets listen to the tape.教师播放Lets talk部分的录音，学生静听。2. 教师展示Lets talk部分的教学挂图，并令出一本故事书，说：I like reading stories. What are my hobbies? 引导学生回答 You like reading stories.教师指着教学挂图

5、中的 Peter 问：What are Peter s hobbies? 引导学生回答：He likes reading stories.教师板书并教读：What are Peters hobbies? He likes reading stories.注意hobby的复数形式。可编成chant形式进行操练。如：T: Hobby, hobby, what s your hobby?S: Hobby, hobby, whats your hobby?T: Hobbies, hobbies, what are your hobbies?S: Hobbies, hobbies, what are y

6、our hobbies?学生和自己周围人进行问答练习。每组第一位学生站起来，其余组字生问：What are s hobbies? 该学生所在组回答：He/She likes reading stories. 教师适当讲解语法。在一般现在时中，当主语是第三人称单数时，动词要用它的的第三人称单数形式。 如like后的动词要用v-ing形式。 3. T: Does Peter have other hobbies? Listen to the tape again and find out what are Peters hobbies .教师再次播放Lets talk部分的录音，学生找出问题的相关

7、信息点并画出不理解的单词或句子。教师核对答案，并答疑。重点讲解do kung fu, singing等， 可播放一段功夫的视频帮助学生理解do kung fu。4. 教师播放Lets talk部分的录音，学生跟读。待学生熟练后，分角色朗读课文。5. 教师出示一系列动词词组，如：playing sports, climbing mountains, listening to music, watching TV, playing the pipa, drawing cartoons. 学生进行朗读抢答，然后教师带读，可每小组进行接龙比赛。如：T: What are your hobbies?S1

8、: I like playing sports and music. What are your hobbies?S2: 1 like climbing mountains and listening to music. What are your hobbies?S3: I like listening to music and watching TV.S4: I like watching TV and playing the pipa. What are your hobbies? S5: I like playing the pipa and drawing cartoons. Wha

9、t are your hobbies? S6: I like drawing cartoons and flying kites. What are your hobbies? 6. 将学生分成六人一组，如下举行讨论自己的加好朋友以及他/她的爱好：S1: My best friend is Xu Wei.S2: What are his hobbies?S1: He likes flying kites. What are your hobbies? 教师可先和两名学生示范练习。7. 教师示范书写四会句子，学生仿写。Step 3: Practice1. 教师请六七名学生上台站成一排，共同玩接龙

10、游戏规则如下：第一名学生A迈出一步说：I like然后退回原处，第二名学生B迈出一步说：A likesI like然后退回原处，第三名学生C迈出一步说：A likesB likes . I like .依次进行.2. 教师出示一些名人照片，如：运动员，歌唱家，登山运动员等。学生根据图片的内容进行行抢答。如： S1: He likes singing. S2: He likes running.S3: He likes climbing mountains. S4: She likes dancing.Step 4: Consolidation and extension1. 学生把Lets t

11、alk部分的内容读给家长或朋友听。2. 做活动手册上的配套练习。板书设计Unit Four I Have a Pen Pal第二课时Unit4 A Lets learn教学设计(A Lets learn Do a survey)一、教学目标（一）认知目标1. 能够听、说、认读句子What are your hobbies? I like reading stories. I also like singing and doing kung fu.2. 能够听、说、读、写单词和短语：dancing, singing, reading stories, playing football, doin

12、g kung fu。（二）能力目标培养学生的口头表达能力和合作能力。（三）情感目标 鼓励学生发展广泛的兴趣与爱好。二、教学重难点 （一）重点掌握五个动词的ing形式。突破方法：教师讲解，学生仔细现察， 小组合作交流，突破重点。 （二）难点1.单词dancing, singing的拼写。2.完成采访报告练习。突破方法：1. 反复练习朗读，观察单词，小组合作听写，突破难点。2. 教师合理安排，小组合作完成。三、教法与学法引导法，点拨法，合作交流法。四、教学准备教师准备多媒体课件、课文情景动画或音频MP3，单词卡片，故事书等。五、教学过程 Step 1: Warm-up1. 教师将句型编成chant

13、的形式带领学生进行说唱：What are your hobbies? What are your hobbies?Dancing and singing, dancing and singing, I like dancing and singing.2. 把学生分成两组，每组轮流派一名代表上台抽卡片并表演卡片上的动作，本组的其他学生用He/She likes句型猜卡片上的内容，如果猜出就得一分。两个小组轮流进行，最后看哪一组的最高分。Step 2: PresentationLets learn1. 教师做舞蹈的动作问学生：What am doing? 学生回答：Youre dancing.教

14、师说：Yes, I am dancing. I like dancing. 教师出示许多舞蹈图片，教读动词dancing并板书。学生拼读，注意 dancing的拼写，指导学生对比dance和dancing，得出dance的ing形式是先去掉结尾不发音的e再加ing的结论。教师可出示更多类似的单词，让学生尝试写出v-ing形式。2. 教师做唱歌的动作问：What am I doing? 学生回答：Youre singing.教师说：Yes, I am singing. I like singing.教师板书singing，指导学生拼读。3. 教师拿出一本故事书做读书的动作问：What am I

15、doing? 学生猜：Youre reading stories. 教师说：Yes, I am reading stories. I like reading stories.教师板书 reading stories.4. 教师拿出一个足球，问学生：Whats this? 引导学生回答：Its a football.教师说：I like playing football. 然后教师板书playing football.5. 教师出示doing kung fu的图片，问：What is he doing? 引导学生回答：He isdoing kung fu.教师板书doing kung fu，学

16、生拼读。 6. 教师出示五个动词的ing形式，要求学生说出这些动词的原形。如：dance dancing singingsing readingread playing play doingdo教师适当教授动词ing形式的变化规则： 一般情况下，直接在动词后加ing，如：work working，studystudying。动词不发音的-e结尾，要去e加ing，如：take-taking，make-making。以重读闭音节结尾的动词，且末尾只有一个辅音字母，要双写词尾字母，再加ing.如：cut-cutting, put-putting, begin-beginning以-ie结尾的动词，把

17、ie变成y再加ing。如：lie-lying, tie-tying, die-dying。7. 教师把所学的动词短语及相关句型编成chant形式进行操练，如：Hobby, hobby, whats your hobby?Hobbies, hobbies, what are your hobbies?Dancing ,dancing, I like dancing.Sing, sing, I like singing.Reading, reading, reading stories.Playing, playing, playing football.Doing, doing, doing k

18、ung fu.教师播放Lets learn部分的录音，学生跟读。待学生熟练后，教师引导学生边大声朗读边做动作。8. 教师示范书写四会短语，学生仿写。Step 3: Practice将全班学生分成若干组，教师轻声对各组第一名学生说一个句子，如：I like singing and doing kung fu.每组的第一名学生将这句话轻声传给反面一位学生，依次传递，再有没最后一位学生大声说出他所听到的句子，比一比哪组传的又快又准。Do a survey学生合作交流完成Do a survey部分的采访报告。学生带好纸笔在组内进行调查，互相询问：What are your hobbies? 调查完毕，

19、各组派代表上台汇报调査结果：student like .也可说出名字，如：andlike若课堂时间不够，可将调查活动放到课后进行，下一节课汇报。教师指导学生自己做一个简单的调查表，边调查边填写表格。调查完后，教师可建议宣传委员将结果汇总，制作成海报，贴在教室后，方便有共同兴趣爱好的学生一起交流活动，也便于班级活动的开展。Step 4: Consolidation and extension1. 学生之间互相询问对方的爱好。2. 做活动手册上的配套练习。板书设计Unit 4 I have a pen paldancing singing reading stories playing footb

20、all doing kung fu What are your hobbies?I like reading stories.I also like singing and doing kung fu.Unit Four I Have a Pen Pal第三课时Unit4 B Lets talk 教学设计(B Lets try Lets talk)一、教学目标（一）认知目标能够听、说、读、写句子does he live in Sydney? No, he doesnt. Does he like doing word puzzles and going hiking? Yes, he does

21、.并能在实际生活中运用。（二）能力目标能够运用所学句型来询问他人一些日常生活情况。（三）情感目标教育学生要养成良好的学习和生活习惯。二、教学重难点（一）重点灵活运用本节课的重点句型。朗读时做到语调自然，语音准确。突破方法：反复朗读，小组互听朗读，提出建议，突破重点。 （二）难点在实际情景中正确运用所学对话。突破方法：创设情景，表演对话，突破难点。三、教法与学法引导法，点拨法，小组讨论法。四、教学准备教师准备多媒体课件、课文情景动画或音频MP3，相应的教学图片，单词卡片等。 五、教学过程Step 1: Warm-up1. 播放歌曲My new pen pal，师生齐唱。2. 师生进行日常会话。如

22、：T: Where are you from?S: Im from China.T: What do you do on Sundays?S: I often read books.T: How do you go to school?S: I go to school by bike.T: Do you go to school by subway?S: No, I dont.T: Do you have a pen pal?S: Yes, I do.Step 2 ：PresentationLet s try教师先引导学生看问题，然后播放Lets try部分的录音，学生回答问题。教师再次播放

23、录音，让学生找出回答问题的关键信息，核对答案。最后让学生反复听轮，尽量听出原文并进行复述。Lets talk 教师请一名学生介绍他笔友的有关情况，如:I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails.教师根据这名学生的介绍问其他学生：Does his pen pal live in Beijing/Wuh

24、an?帮助学生回答：Yes, he/she does./No, she doesnt. She lives in教师板书并教读句型：Does he/she live in ? Yes, he/she does./No, she doesnt.2.教师用单词卡片指导学生进行替换练习。如：Does he live in the city?Does she live in the country?3.教师出示简单字谜游戏，教学生玩，学生完成后，教师说：These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音，可用拆分法：puz-z

25、le。教师问：Do you like doing word puzzles? 引导学生回答：Yes, I do.4.教师出示远足图片，提问：What are they doing? 引导学生回答：They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问：Do you like going hiking? 引导学生回答：Yes, I do./No, I dont. 5.教师向一位学生提问： Do you like doing word puzzles and going hiking? 学生回答：No, I dont.教师向全班提问：Do

26、es he like doing word puzzles and going hiking? 学生回答：Yes, he/she does./No, she doesnt.教师板书句子：Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesnt.6.教师播放Lets talk部分的录音，让学生带着问题静听两遍录音后回答问题。 What do the two Johns like? What is Wu Yifan doing?Where does Wu Yifans pen pal liv

27、e?教师引导学生回答问题，并答疑。再放一遍录音，学生跟读，然后同桌两人分角色操练对话，最后选派几名学生上台表演对话。7. 教师示范书写四会句子，学生仿写。Step 3: Practice1. 教师准备一些卡片，正面写人名，反面写动词短语或住址，如：watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片，这名学生把抽到的卡片正反面内容展示给其他学生看，再请一名学生只看正面并进行提问：Does your uncle/aunt like watching TV.? Does your uncle/aunt live in.? 其他学生用Yes, he/sh

28、e does. No, he/she doesnt.来回答。2. 教师让学生将个人信息填在卡片内。Name: _I am a boy/girl.I live in _.I like _.I go to school_.请一名学生上台从一堆卡片中抽取一张，告诉台下学生：Its a boy/girl.学生分成两组，轮流提问，如：Does he/she like drawing pictures? Does he/she go to school by bus? 等等，看哪一组先猜出填写卡片的人是谁。3.学生分组讨论自己的兴趣爱好，然后完成Lets talk 下面的练习。 Step 4: Conso

29、lidation and extension1.让学生听Lets try和Lets talk部分的录音，并积极与他人交流。2. 抄写本课四会句子。3. 做活动手册上的配套练习。 .板书设计 Unit 4 I have a pen palword puzzles go hiking Does he/she live in?Yes, he/she does. No, he/she doesnt.Does he like doing word puzzles and going hiking? Yes, he does./No, he doesnt.六、教学反思第四课时Unit4 B Lets le

30、arn教学设计(B Lets learn Listen, match and say)一、教学目标（一）认知目标1. 能够听、说、读、写四个单词的第三人称形式：cooks, studies, does, goes.2. 能够听、说、认读句子：Does he live in China? No, he doesnt. He lives in Australia, but he studies Chinese.3. 能完成相关练习。（二）能力目标灵活运用本节课的重点句型。（三）情感目标教育学生积极参与，互相合作，培养团队合作意识。二、教学重难点（一）重点掌握四个单词的第三人称单数形式。突破方法：仔

31、细观察单间，小组合作，读写造句，掌握重点。（二）难点掌握动词第三人称单数形式的变化规则。突破方法：教师讲解，学生练习变换动词，突破难点。三、教法与学法引导法，点拨法，合作交流法。 四、教学准备 教师准备多媒体课件、课文情景动画或音频MP3。五、教学过程 Step 1: Warm-up1. 教师出示动词词组给一位学生看，该学生做相应动作，不得说话，其他学生分成六个小组，进行猜词组比赛，猜对词组最多组给予奖励。2. 师生用单词卡片进行问答练习。如：T: What is your hobby?S: I like reading stories.T: Does your uncle live in Beijing?S: No, he doesnt.