PEP小学四年级英语下册第六单元教学设计

PEP四年级下第六单元教学设计教学过程：1. Warming-up a. Greeting.T: Hello , everyone! Glad to meet you!S: Glad to meet you too.T：How are you?T: I,m fine, too.Fine, thank you. And you?b. Lead in.T：My dear children, do you like animals?S: Yes.T: Today Animal Kingdoms animals are going abroad to perform the program. Do you want to see?S：Yes.T: Now let，s go out of the classroom and go to Animal kingdom, OK？S: OK!T: One, two, ready, go. (音乐起，学生一个一个地跳起兔子舞回座位)设计意图：自由对话是心灵的交汇，通过师生充满热情的交谈，拉近了彼此的距离。唱轻松活泼的英文歌曲，可以为学生营造浓厚的英语氛围。教师通过站队集合，然后跳兔子舞进入动物王国打破了传统教学的枯燥形式，激起了学生的学习兴趣。2. Revison Play a game “Look and guess”.(利用课件展示动物园里的动物)T：OK，we, arrived. This is Animal Kingdom, Are they beautiful?S: Yes.T: There are many animals. Do you know their English names?S: It,s a giraffe.课件依次出示 duck, panda, rabbit 等动物，让学生复习已学过的动物的英语名称。设计意图：教师运用媒体展开zoo的画面，让学生一开始就置身于动物园的情景中，再让学生看图猜出画面上的动物名称，四年级学生的好奇心强，用猜的方式能充分调动他们的积极性。3. Presentationa. Study the words.T: Look at the animals. Do you have any questions?S: What,s this in English?(一名学生上台指着绵羊问)T：Do you want to know their English names?S: Yes.T: Today we,ll learn these words. (师板书)(利用课件显示绵羊的一部分)T：What,s this in chincse?S:绵羊.T: Do you want to know its English name?S: Yes.T: Now please look and listen.(利用课件展示绵羊、山羊自我介绍)（1）Sheep: Hello! I,m a sheep.(绵羊下面出现单词sheep，点击单词读sheep, sheep，再点击出示它在四线格中的占位及书写顺序)T: Can you say the name? who can repeat it. Students read together, read in groups, or read one by one. (2)goat: Hi, my name is goat. (山羊下面出现单词goat,点击单词读goat, goat)T：Can you say the name? Who can repeat？ Students say together. Read in groups, read in little groups.(利用课件出示另一只山羊)goat: Im a goat, too. (老师点击goat,后面就多了一个红色的“s”，goats)T: Who can read the word? Ask several students to read. Students read together.用同样的方法教学：lamb、hen、cow、horse.T: How to read the word? Students read together.T: Who can read the woud? Ask sevdral students to read.设计意图：教师利用学生自己提出的问题学习新单词，充分发挥了学生的主体性，积极性也更高一些。在单词教学中利用多媒体显示色彩鲜艳的动物图片，既可以刺激学生的视觉，吸引学生直观的感知。学生自然分清单数与复数的区别，印象深刻。4. Practicea. Play a game.Teacher says: You,re wonderful! Now let, play a game “Quick Response”（教师出示写满单词卡片，学生快速读出单词）T：What,s this?S: T: What are these?S: 设计意图：学生在抢答竞赛中互不相让，课堂气氛达到了高潮。他们以敏捷的思维，流利的口语互打擂台。通过竞赛，学生们感受到了竞争的激烈，体验到了合作成功的喜悦，从而更加增强了学好英语的自信心。b. Listen and choose.(利用CAI显示六张图片)T：Now please listen and choose the pictures. (Students listen to the recording and choose the pictures.)设计意图：教师运用多媒体体让学生听录音选择相应的图片，培养学生的听的能力，同时也可以吸引学生的注意力。让学生上台点击电脑屏幕上的图片可以培养动手、动脑能力。c. Study the sentence pattern.(教师分别指着转盘上的山羊、绵羊、小羊羔、母鸡、奶牛、马问)T：What are these?S: They are T: You,re clever. we learned the sentence pattern :“What are these?” “What are those?”(老师板书：What are these/those)(教师指着屏幕上的马问)T：What are these/those?S: They are horses.T: Can you guess the difference between “what are these and what are those”? Students answer.d. Practice the sentence pattern.T: Very good!Who can ask me?S1: What are those?T: They areT：You are clever. who can ask me? Some students ask.Then let students ask and answer in pairs. (学生拿出自己准备的图片互相问答)设计意图：为使英语教学生动形象，在教学中教师利用各种动物图片，为英语教学提供一和语境和真实的交际场景，营造学英语的良好氛围，使学生能把语言和它表达的情境直接联系起来。T：Boys and girls, do you like singing?S:Yes.T: Now let,s sing songs, OK?（学生用这个句型进行对歌比赛）设计意图：在教学中，利用熟悉的儿歌曲调来操练这个句型，给学生一种感觉新颖的独特效果。以歌曲促学，寓教于乐，进一步激发了学生的学习兴趣，开拓了思维，增强了语感。运用比赛的形式既培养了学生的竞争意识，又活跃了课堂气氛。e. Play a game “Listen and pass the duck”.T: Please listen to the music and pass the duck. When the music stops the duck. When the duck will answer the question: What are those?设计意图：在游戏过程中，学生积极投入，思维敏捷，极大程度地锻炼了他们的口语能力，对所学的新知识起到了很好的巩固作用，让他们在学中玩，在玩中学，个个都热情高涨。f. Ask and answer.T: You,re wonderful. Here,s a circle. It has many questions. Can you answer?S: Yes.T: Please listen carefully. （利用CAI显示圆盘，圆盘上画有山羊、绵羊、马等新学动物的图片及单词，点击圆盘里的其中一幅图片，图片将放大，并问：What are these/those? Are they）CAI: What are those?S: They areCAL：Are they beautiful/lovely?S: Yes, they are beautiful/lovely.(学生与电脑进行问答练习) 设计意图：运用多媒体教学打破师生对话的传统；运用人机对话，激发学生的学习兴趣，为学习后面的课文对话作铺垫。5. Study the dialogue. T：Peter is a Mikes classmate. His grandpa has a farm. Today Mike and Sarah and John are going to there? What are they saying? Do you want to know?S: Yes.T: Now please listen to the recording. (Students listen to the recording once, then students imitate.)1、利用课件展示Mike、farmer、sarah and Johh的对话。Mike：Look here, what are these?Oh, this farm is so big.Are they sheep?F: No, they arent. They are goats.T: What are they saying? Who can imitate? (Students imitate.)T: Who can dub for them?(Students dub.)2、利用课件展示他们的参观过程，呈现相关对话S: Are they horses?F: No, they arent. They are donkeys.Mike: Look at the hens. They are fat.F: Yes, they are.J: How many cows do you have?F: one hundred.J: wow!T: What are they saying? Who can imitate? (Students imitate.)4、Read the “Lets talk”.T: Now please read after the recording sentence by sentence . (Students read after the recording)T: Now please practice the dialogue in pairs. (Students work in pairs。)T：Who wants to act the dialogue? (Students act the dialogue.)设计意图：在教学中，听录音为学生提供了准确、地道的语言模拟标准。跟读有助于培养学生的语感，模拟表演更能培养学生大胆表达和创新的能力。运用多媒体课件（形象的画面和逼真的声音）以及教师丰富的体态语言等手段创设情境，引导学生主动学习，让学生在真实的情景中去感知、体会、实践，从而让他们轻松地掌握新知识。6. Permeate Virtue teaching. T: Boys and girls, are the animals lovely?S: Yes.T: Do you love them?S: Yes.T: Animals are our friends, so we must love and protect them. Do you think so?S: Yes.设计意图：结合课堂教学，对学生进行思想品德教育渗透，帮助学生从小就树立“爱动物，保护动物！保护大自然！保护环境！”的意识，使学生对所学内容有了一个更高层的次的认识。7. Consolidation and extension .(开放作业，鼓励创新)（教师指着纸折的鹤问）T：What are those?S: They are cranes.T：Are they beautiful?S: Yes.T：After school please make