新PEP六上 I have a pen pal教学设计

人教版小学六年级上册英语备课稿湖口县第一小学2014.9单元分析（本单元是义务教育PEP小学英语教科书六年级的第四单元，围绕询问和描述他人兴趣和爱好的话题展开，与教材创设的语境（询问笔友爱好的小对话和一个趣味故事）相整合，能够使学生更好地感知、体验和操练此话题。六年级学生在生活中对询问和描述他人的兴趣和爱好的交际话题并不陌生，而本单元的教学重点是有关此话题的英语表达和一般现在时的简单用法。主要句型包括What are .hobbies?/No,he doesnt./Does he like .and.?/Yes,he does.等。学生之前接触过“like doing sth.”句型，所以大部分学生可以运用like doing sth.造句，但是对其作为What are .hobbies?的答语却不甚了解，所以需要大量的情景对话操练来加以强化，帮助学生内化课本语言并锻炼他们的语言组织和口语表达能力，进一步培育学生综合运用语言的能力。）课题Unit 4 I have a pen pal备课人湖口县第一小学喻淳教学内容人教版小学六年级上册第四单元 教学目标知识与技能：（1）能够听、说、读、写单词studies,puzzle,hiking,能够听、说、认、读单词和词组pen pal,hobby.jasmine,idea,amazing,shall等。（2）通过对话学习能够掌握主要句型：What are Peters hobies？/He likes reading stories./Does he live in Sydney?/No,he doesnt./Does he like doing word puzzles and going hiking ?/Yes,he does.等；能够进一步掌握一般现在时的一般疑问及其答语；能够掌握本单元中动词短语的三单形式和动词ing-形式及其一般变化规律。（3）学会唱一首英文歌曲“My new pen pal”;了解一句谚语：A friend in need is a frieng indeed.。过程与方法：活动教学法，合作学习法，情景教学法，全身反应法，游戏教学法情感态度与价值观：通过学习本单元，进一步提高学生学习英语的兴趣；培养学生有益于健康的兴趣和爱好；培养学生积极主动参与课堂、大胆开口的能力。教学重点能够在实际语境中运用有关兴趣和爱好的问答句What are .hobbies?/He likes.交流。教学难点学生大胆创编和表演询问和描述他人兴趣和爱好的小对话。教学准备多媒体课件、录音机、磁带、导学案、单词卡片、教学挂图课时划分六课时教学过程第1课时Step1 Warming-up 1.Read &Think.幻灯片出示本课main scene中关于Zoom和Zip的教学挂图，教师询问Who are they? What are they doing? What are they talking about?学生先在小组内读一遍，再展开合理的想象，集体讨论后回答老师的问题。 Step2 Presentation 1.学习重点句型What are hobbies？及其第三人称主语的回答He/She likes (1)T: Every body has different hobbies, and I also have many hobbies.在幻灯片上出示教师游泳的图片，询问What am I doing?T: What am I doing?S: You are swimming.T: Yes, I am swimming.So I like swimming. 幻灯片出示I am swimming和I like swimming.两句，并用红色标注出两句不同的地方，通过颜色的对比，加强识记。（2）What are you hobbies?教师随机询问几个学生，两人进行操练，教师选2-3组进行展示，在最后一组表演后，指着其中一个同学说：what are his hobbies?其回答He/She likes 。（3）教师出示句型What are his/her hobbies?及图片，学生两人一组操练小对话，之后选择2-3组进行展示。2.Main scene学习（1）My friend Zhang Peng also likes making pen pal. He has a pen pal. Lets know more about his pen pal, ok?播放对话，学生听录音或看视频并回答老师的提问“Who is Peter？Where does Peter come from?（2）环球链接:教师带领学生领略新西兰的人文地理，并介绍南北二岛（the North Island and the South Island.）（3）再次听录音，完成探究学习第一题。（4）听录音模仿朗读，进一步深化课文理解。（5）分角色朗读，男女对话，师生对话。（6）小组操练后表演，教师评价和生生互评。 3.学习Lets try& Lets talk （1）学生审题后，教师播放Lets try中的录音，后教师纠正答案。（2）看Lets talk的课文插图，听录音，理解意思，并回答教师的问题。This is a dialogue between ZhangPeng and Oliver, what are they talkingabout？They are talking about Peters hobbies.（3）听录音1-2遍，完成探究学习中第二题和第三题，并说出Peter 都有哪些爱好。T: What are Peters hobbies? S：He likes reading stories, doing kung fu, swimming and singing.(4)教师提问细节性问题。Where does Peter live？Why does Oliver say “Good idea！”Do you think Peter will like the Chinese song（5）根据课文内容，完成探究学习中第四题。（6）小组内分角色朗读Lets talk部分的课文,培养合作意识.（7）选2-3组进行课文表演展示，以检查学生对本课活动的掌握情况，教师评价，生生互评。Step 3 Consolidation Do a survey& Make a dialogue.(1)学生3-4人一组，完成最好的朋友的兴趣、爱好调查(探究学习第五题),并参考课文内容，创编一个对话。S1:Who is you r best friend?S2:Harry is my best friend.S1:Where does he live?S2:He lives in England.S1:What are his hobbies?S2:He likes dancing and playing basketball. What about you?S1:My best friend is Lily. She likes reading books, drawing pictures and traveling.S2:Wonderful！I also like traveling（2）学生根据实际情况创编一个综合小对话，表演过程中拿出自己好朋友的照片绘神绘色地介绍。（3）教师评价，生生互评。学习谚语：A friend in need is a friend indeed.（4）思考：What kind of friends can be called ”good friend”?学生发表意见，教师引导出谚语A friend in need is a friend indeed. （5）老师展示自己制作的谚语书签，并说明谚语书签的作用。Step4 Homework1.听录音，并背诵对话。2.Finish the relevant workbook exercises.完成课堂检测中的相关习题。3.告诉父母有关你朋友爱好的事情。4.课后制作自己的谚语书签。5.预习下一刻，查找生词，译译句子。课堂练习一.写出下列单词,并注意拼写规则.1.笔友:_2.茉莉_3.想法_4.业余爱好_5.功夫_二.听录音,补全对话.Oliver: What are Peters_?Zhang Peng: He likes_. He lives on a farm, so sometimes he reads to the cows.Oliver: Thats interesting.Zhang Peng: He likes_ and swimming.Oliver: Really? Me too!Zhang Peng: He also_.Oliver: Oh, you like singing, too.Zhang Peng: Yes, Im going to teach him the Chinese song”_”Oliver:_. 板书设计:Unit 4 I have a pen pal第1课时What are hisher hobbies?HeShe likes第2课时Step 1:Warm -up 1.Lets chant 2.Free talk T:last class,we know peter and Zhangpeng are pen pals. What are Peters hobbies?Do you still remember? Ss:Yes.(学生自由回答后，教师用课件总结)Step 2:Presentation 1.课件出示图片1）T:Pls look at the picture ,Who is she? S: Miss Yang. T: Yes,its me. Can you guess “What are my hobbies?”学生自由猜测回答。师适时引导鼓励。（Maybe,perhaps.）学生猜测完，教师根据回答引出句型“I like.”并板书。2）课件出示图片my pen pal T:look,Do you know who is she? She is my pen pal.Can you guess What are her hobbies? Ss:She likes. 。课件出示遮挡图片，找2-3名学生猜测。2.运用句型“What are your hobbies?”提问学生，引导学生利用句型“I like.”来回答。1).T:Now,its your turn.I want to know What are your hobbies? （师出示课件和卡片）Who can tell us your hobbies ? Ss:I like. 2).学生猜测张鹏的爱好，呈现本部分单词。出示张鹏图片T:OK,class，Who is he?Ss:. T:What are zhang Pengs hobbies?Who can guess? 。找2-3名同学回答，并及时评价。（如果学生说出非本课核心词组，板书在黑板一侧，作为下面口头表达活动的备用词汇。）学生每说出一个本课所学的核心词，教师马上把单词图片贴上黑板并领读。3)如果没有说出核心词汇，教师可通过自己做动作并提问：Does he like dancing?（注意提示学生观察dance 和dancing 的词尾，对比singing 和reading,归纳出dancing 应删去词尾的e再加ing.）T:Are you right?lets check your answers.师播放动画。播放一遍后，T:after listening,Do you know What are Zhang Pengs hobbies?Who can give us the right answer?找生回答。并适时板书。He likes.4）listen and repeat 学生跟读课件。读单词和对话。5)Role readinga.教师带上张鹏的头饰，通过角色扮演与学生进行对话，帮助学生获取信息，进一步感知本课核心句型和词汇。教师介绍自己：Hello, I am Zhang Peng.Do you want to know my hobbies? You can use this question to ask me.提示学生运用“What are your hobbies?”进行提问。教师在回答的同时请一名学生在黑板上圈出正确单词。b.学生分角色读对话。给学生分发头饰，Zhang Peng and Peter.6)创编对话。引导学生用所学新词汇（替换replace）创编新对话。学生根据自己实际情况，运用“What are your hobbies? I like.”提问和回答。T: Try to use these new words make a new dialogue.Go aheadWhat are their hobbies?留2-3分钟，然后找3-4组学生展示。7) 教师要求学生总结张鹏和Peter的爱好并完成表格。完成后要求学生进行对比。教师可以从张鹏和Peter 有相同爱好的结论中提示学生找朋友要志趣相投。Step3: 巩固拓展1.单词操练活动教师出示单词卡，学生快速认读。所有单词读过一遍后，教师找一名学生抽出一张卡片，并再次让学生认读这组卡片，提问：Whats missing?学生根据记忆说出抽掉的单词。（找学生回答，让抽卡片的同学判断正确与否。如正确，奖励）2.Do a survey. Divide the students into six groups.Work in group,and make a survey. Interview your classmates and then give a report. 先给学生出示例子。播放动画。（课件出示相关句型）引导学生根据例子按小组做调查，并分组汇报，教师评价。3.语篇读写活动。通过阅读文本引导学生完成个人信息卡。（创设真实的情景，调动学生积极性）Step 4；Homework: 课堂练习:一.选择正确形式填空.1.What are your_(hobbies, hobbys)2.I like_(dancing, dancing).3.She likes_(playing the football, Playing football.4.Peter_(doing, does) kung fu every day, and he likes _(do, doing) kung fu.二.抄写下列单词和词组并背诵. reading stories dancing singing playing football doing kung fu_板书设计:Unit 4 I have a pen pal第2课时singingreading storiesWhat are your hobbies? I likes playing footballDoing kung fu第3课时Step1 Warming-up &revision1. Sing a song师生共同演唱 my new pen pal,在欢快的旋律下，进入本课的学习。2. Free talk教师随机叫几个同学回答下列问题。Do you have a pen pal? Do you like him/her? Does he/she live in Beijing? What are your pen pals bobbies? Does he like playing football?Step2 Presentation1.学习重点句型Does he/she live in？Does he/she like? 及其回答。（1）教师介绍自己的笔友Joy “I also have a pen pal. Do you want to make friends with him?”(2)学生根据黑板上提示的age, place, favourite food, hobbies, favourite animals等方面，提问关于Joy 的信息。（3）教师利用多媒体出示鸟巢照片的一部分，并告诉学生可以用Does he live in+地点来询问。S1：Does he live in Shanghai? T：No，he doesnt.S2：Does he live in Suzhou ? T：No，he doesnt.(4)教师呈现整张图片，学生们恍然大悟，教师要求学生一起问出：Does he live in Beijing? T：Yes，he does. He lives in Beijing。(5)教师要求学生有慢到快重复Does he live in句型及其回答数遍。（6）学生继续运用Does he句型提问。 Does he like noodles？Does he like apples?. 教师一一作答，谈到hobbies话题时借机出示字谜和爬山的图片，以小组为单位朗读学习doing word puzzles& going hiking.并带入句型操练。（7）男生问，女生答，继而角色互换。(8)lets guess.教师幻灯片展示几个想交笔友的小朋友信息，让学生两人一组形式，运用所学重点句型相互提问，并猜猜自己描述的是哪个人。2.Lets try的学习(1)听录音，进一步感知本课主题，随后师生校对答案。（2）教师介绍Wu Yifan也有一个笔友，听Lets talk录音1-2遍，以小组为单位探讨回答探究学习中的第一题。(3)看课文，组内讨论完成探究学习中第二题，并讲解amazing&Whay not?等知识点。(4)打开文化链接，讲解澳大利亚的地理位置和风土人情，并介绍堪培拉和悉尼两大城市。（5）听录音学习课文，指导学生逐句跟读。（6）学生两人一组以pair work 形式练习本课对话。（7）学生分角色扮演对话中的人物，表演给其他同学。（8）完成探究学习中第三题，给予排序。Step 3 Consolidation Make a dialogue& Write the message.1.Make a new dialogue:教师发给每个学生一个信封，信封里装着几个“我猜猜“环节笔友的信息，学生参考本课对话，运用黑板上的拓展对话，灵活运用所学的重点句型创编一个对话，上台表演。教师评价，生生互评。2.完成探究学习中第四题，给远方的笔友写一个message，介绍自己的爱好（参考课文40页内容），学生自愿上台朗读。Step4 Homework1.听录音并背诵对话。2.完成课堂检测中的相关习题。3.课后给你的笔友发送刚才写的message.4.预习下一课，查查生词，译译句子。课堂练习: 一.读一读下列句子,试着将其译成中文.1.What are you doing?_2.Im writing an email to my new pen pal in Australia._3.How old is the student from Australia?_4.Does he live in Sydney?_5.Does he like doing word puzzles and going hiking?_6.Yes, he does._二.听录音,排出正确的顺序.( ) No, he doesnt. He lives in Canberra. His name is John, too.( ) Yes, he does.( ) Hey, Yifan. What are you doing?( ) Sure.Why not? ( )Amazing! I like those too! Can I also be his pen pal?( ) Does he live in Sydney?( ) Im writing an email to my new pen pal in Australia.( ) Really? Does he like doing word puzzles and going hiking?板书设计:Unit 4 I have a pen pal第3课时Does he live in Sydney? Age hobbies Does he likeNo,he doesnt. place-name-favourite animalsHe likes in Canberra. Favourite food favourite animalsDoes heshe live in? Yes, heshe does.第4课时Step1 Warming-up &revision1.师生共同演唱上节课自编chant，并配上两只老虎的配乐。Does he live in, does he live in Sydney, Sydney? No, he doesnt. No, he doesnt. He lives in Camberra. 同样方式进行套用。2.Super Imitation Show（超级模仿秀）教师说出本单元前4课时出现的动词词组，让学生迅速作出动作，看谁做得又快又形象。3.完成探究学习中第一题，以pair work的形式讨论并填写表中的信息，之后教师回收表格，随机发给同学。4.我猜猜游戏，完成探究学习中第二题，学生根据得到的表格中的信息，运用本单元重点句型进行描述，让其他同学猜出她口中的熟人是谁，其他同学可以运用Does he/she like ?等句型对出题人进行提问。Step2 Presentation讲解read and write 中notice board的内容，展开jigsaw reading1.学生以组为单位分为4个jigsaw group，允许学生根据爱好，从教材的4篇纳新布告中选择一篇，据此将 学生重新分为4个expert group。2.组内成员共同学习自己选择的纳新布告，交流信息，找到并讨论阅读中遇到的新词难句。3.每组向老师汇报自己组阅读中遇到的障碍，教师帮忙解决。（1）解决学生提出的问题shall we ?句型的含义T：Its a nice day. Do you like going hiking？How about going to the nature park?Shall we go to the nature park?(2)解决单词joinT: We are going to hiking.S1, would you like to join us? I mean would you want to draw it together? Sure.Well ,you can join the art club. You can be a member of it.（3）小组成员共同学习，找出下列信息。Name ,Activity place/time, Contact information, hobby.组内成员用学过的句型介绍上述信息。（4）学生回到拼图组，与组内成员互动，交流刚才得到的信息。（5）完成探究学习中第三题和读写部分习题。（6）要求学生总结纳新公告的格式。Step 3 Consolidation1.默读Lets cook部分，组内讨论并完成填空。2.师生校对答案，复习动词的第三人称单数，回忆规律。3完成探究学习第四题，第五题。4.学习语音部分，学生听音模仿。Step4 Homework1.听录音背诵本课课文。2.完成课堂检测中的相关习题。3.预习下一课，查查生词，译译句子。课堂练习:一.填空.1.He_(go) shopping every Sunday.2.She_(draw) a picture in the afternoon.3.He likes_(do) kung fu in the park.4.I like_(watch) TV in the evening.5.Linda_(go) hiking on Sundays.6.Wu Yifan_(play) basketball on the playground.二.读一读下列句子,试着将其翻译为中文.1.Does he live in China,too?_2.No, he doesnt._3.He lives in Australia, but he studies Chinese._4.Yes,he does._5.Does Oliver do word puzzles every day?_板书设计:Unit 4 I have a pen pal第4课时Cooks Chinese food studies Chinese .Does word puzzles goes hiking.第5课时Step 1 Warm-up(1).师生共同演唱上节课自编chant. 并配上的配乐.Does he live in, does he live in Sydney, Sydney? No, he doesnt. No, he doesnt. He lives in Canberra. Does he like doing word puzzles and going hiking, and going hiking? Yes, he does. Yes, he does. He likes, he likes doing word puzzles and going hiking.(2).Super Imitation show(3).Pair work(4).Guessing game. Step 2 Presentation1. 讲解Read and write中的 Notice Board的内容,展开 Jigsaw reading.2. 学生以组为单位分为4个拼图组,允许学生根据兴趣爱好,从教材第42页Read and Write环节中的4篇纳新布告中选择一篇,据此将学生重新分为4个专家组.3. 专家组内成员共同学习自己选择的纳新布告,交流信息,找到并讨论阅读中遇到的新词,难句.4. 每组向老师汇报自己阅读中遇到的障碍,教师帮忙解决.(1)解决学生提出的问题:”Shall we?”句型的含义.T:Its a nice day. Do you like going hiking ?S:Yes,I do.T:How about going to the natural park?S1:Ok!T:Do you like swimming?S2:Yes,I do.T:Its hot today. Lets go swimming.S2:OK! Lets go.T:Shall we go swimming?S:OK! Lets go(2)解决单词join.(3)小组成员共同学习,找出下列信息.(4)学生回到拼图组,与组内成员互动,交流刚才得到的信息.(5)要求学生总结纳新布告的格式.Step 3 Consolidation.(1)默读”Lets cook” 部分,组内讨论并完成练习.(2)师生校对答案,复习动词的第三人称单数.Step 4 Homework1.听录音并背诵课文内容.2.完成课堂检测的相关习题.3.写一封电子邮件或致电,参加一个学习班或者俱乐部.4.预习下一课,查查生词,翻译句子.课堂练习:一.Read and circle.1.The dance class is on_. A. Saturday at 1:00 p.m. B. Sunday at 1:00p m.2.If you want to join the football club, you can_. A. call Mike at 4435678 B. Write an email to John pep. com. cn3.You can read in the science room. Frue or false? A. Its true. B. Its false.4.Mike likes_. A. reading books B. playing football5._teaches students to make robots. A. Robin B. John二.读一读下列句子,试着将其翻译为中文.1.shall_2.goal_3.join_4.club_5.ad_6.partner_7.playground_8.different_9.dining hall_板书设计:Unit 4 I have a pen pal第5课时TitleMain Body (including Activity time placeContact information第6课时Step1 Warming-up &revision1师生共同演唱上节课自编chant，并配乐。Dance, dance, dance, Shall we dance? goal, goal, goal, Lets join the football club. Read，Read，Read，Lets read together. Robot, robot, robot, Lets make robots.Step2 Presentation设置情境“四色花瓣游戏