PEP小学英语六年级上册第四单元教学案例.doc

六年级上册第四单元教学案例第四课时教学目标：1. 能够听、说、读、写五个动词的第三人称单数形式：lives、teaches、goes、watches 、reads。2. 能够听、说、认读句子：Does your pen pal live in Shanghai? No, he doesnt. He lives in Beijing. 3. 能够听懂、说唱歌谣“Tell me about your pen pal.”4. 能够听懂、理解Story Time中的故事。5. 培养学生积极主动地参与课堂活动，大胆开口，主动模仿，建立积极的情感态度；教学准备：教学挂图 磁带 录音机 游戏道具教学过程：Step 1: Warm up1、Song How do you go to school?设计意图通过歌曲热身，活跃氛围，以旧引新。2、Free talkT: How do you go to school, Sarah? Sarah: I go to school on foot.Ss: How do you go to school, John?Mike: I go to school by car.Ss: What about you ,Mike?Sarah: I go to school by bike.NameWaysSarahon footJohnby carMikeby bikeBillby bus设计意图本活动的目的是通过歌曲中的问侯语，在师生、生生问答中，尽一步巩固第一单元内容，并将有关信息以表格的形式（英语名为学生的真实英语名）呈现，为以后的学习做铺垫。Step .Presentation1、教师介绍自己的笔友。T: I have a pen pal. He lives in Shanghai. How do I go there?S1: By ship.T: Maybe.（出示图片ship.）S2：By train.设计意图通过猜的方式，借助图片，进一步复习第一单元三会交通方式，趣味性的教学让学生寓学于乐。同时体现任务的真实性。2、Teach lives,比较leaves 两个单词意义上的不同。T：I live in a village. Spring is coming. The leaves are green. How beautiful！Do you live in a village?Ss: Yes, we do.T: Does your Pen Pal live in a village，too?S: No,he doesnt. He lives in a city.设计意图通过多媒体展示春天家乡的优美景色，培养学生的热爱家乡的情感。同时，合理区分并运用了lives/ leaves。起到了学以致用的目的。3、Teach teaches.T: My pen pal lives in Shanghai .He is a teacher. He teaches English. I teach English ,too.(Then repeat teaches)Who is your Chinese teacher?S3: Ms. ShiT; Yeah, Ms. Shi is your Chinese teacher. He teaches Chinese. I teach you English. .Now introduce your new teachers one by one. 设计意图通过介绍新学期的新老师，运用单词teaches，提高学生的口语表达能力。4、Teach goes.T:I go to work on foot. How does my pen pal go to work?(出示图片)S4:By bus.T: Yeah ,he goes to work by bus.T: Does Bill go to school on foot?Ss: Yes. 设计意图在任务型语言教学中，必要时也要进行语言形式的操练，但这些操练要具有真实意义。教师蒙着复习环节中的表格，让学生猜他们如何去上学，巩固单词goes。寓句型Does go to by.?于游戏中。5、Teach watches and readsT：Usually I watch TV at night. Do you watch TV at night?Ss: Yes./No.T: But my pen pal watches TV and reads newspaper at night.(Repeat together)6、Part B Lets Learn (Look, listen and repeat)设计意图回归书本。Step : Practice1、Work in group “Tell about Bills day”,then 优胜者自我展示设计意图及时反馈，在小组合作学习中，培养并提高学生的表达能力，让学生获得成就感.2、Lets chant3、Story time (Listen and answer: Do monkeys live in the mountains?) 设计意图在节奏欢快的氛围中，调节学生的精神状态，拓展学生谈论的范围，为下一步网上聊天做准备。在有趣的故事中，复习live和句型Do they live?让学生潜意识中区分Do/Does的用法。Step Consolidation and extension1、 Finish Activity book Page 362、Write your Net Pals day设计意图小学英语课时有限，所以及时反馈很有必要。学生课后利用活动手册及时查缺补漏，并且形成听和及时复习的习惯有利于学生以后的学习。顺应时代的发展，现实生活中学生的网友多于笔友，所以学生课外在网上聊天，谈论个人爱好等信息，激起学生使用英语进行简单交际的欲望，从而获得网友的信息，再通过笔头用英语表达出来，相信学生会很喜欢。板书设计 A: Does your Pen Pal live in Shanghai?B: No, he doesnt. He lives in Beijing.live-livesread-reads teachteaches watchwatches go-goes在任务型语言教学中，必要时也要进行语言形式的操练，但这些操练要具有真实意义。教师蒙着复习环节中的表格，让学生猜他们如何去上学，巩固单词goes。寓句型Does go to by.?于游戏中。在任务型语言教学中，必要时也要进行语言形式的操练，但这些操练要具有真实意义。教师蒙着复习环节中的表格，让学生猜他们如何去上学，巩固单词goes。寓句型Does go to by.?于游戏中。PEP小学英语第七册第四单元教学案例第四课时李建秀Teaching contents and demands: 1. 能够听、说、读、写五个动词的第三人称单数形式：lives、teaches、goes、watches 、reads。2. 能够听、说、认读句子：Does your pen pal live in Shanghai? No, he doesnt. He lives in Beijing. 3. 能够听懂、说唱歌谣“Tell me about your pen pal.”4. 能够听懂、理解Story Time中的故事。5. 培养学生积极主动地参与课堂活动，大胆开口，主动模仿，建立积极的情感态度； Teaching tools教学挂图 磁带 录音机 游戏道具The chart of Teaching ProceduresStart通过歌曲How do you go to school?，师生、生生问答上学、上班的行动方式，并将有关信息以表格形式呈现。自然导入新授通过竟猜游戏和创设任务型的语境活动，借助图片、VCD，运用比较、举一反三等方法新授单词lives/teaches/goes/watches/read和句型Does .?并操练，通过小组合作交流与展示，以及韵律诗和趣味故事，巩固动词的第三人称单数形式s型的变法和句型Does?，利用活动手册和网友网上交流Net Pals Day，再以写的形式呈现，培养学生交流和写作能力拓展提高句型巩固EndStep 1: Warm up1、Song How do you go to school?设计意图通过歌曲热身，活跃氛围，以旧引新。2、Free talkT: How do you go to school, Sarah? Sarah: I go to school on foot.Ss: How do you go to school, John?Mike: I go to school by car.Ss: What about you ,Mike?Sarah: I go to school by bike.NameWaysSarahon footJohnby carMikeby bikeBillby bus设计意图本活动的目的是通过歌曲中的问侯语，在师生、生生问答中，尽一步巩固第一单元内容，并将有关信息以表格的形式（英语名为学生的真实英语名）呈现，为以后的学习做铺垫。Step .Presentation1、教师介绍自己的笔友。T: I have a pen pal. He lives in Shanghai. How do I go there?S1: By ship.T: Maybe.（出示图片ship.）S2：By train.设计意图通过猜的方式，借助图片，进一步复习第一单元三会交通方式，趣味性的教学让学生寓学于乐。同时体现任务的真实性。2、Teach lives,比较leaves 两个单词意义上的不同。T：I live in a village. Spring is coming. The leaves are green. How beautiful！Do you live in a village?Ss: Yes, we do.T: Does your Pen Pal live in a village，too?S: No,he doesnt. He lives in a city.设计意图通过多媒体展示春天家乡的优美景色，培养学生的热爱家乡的情感。同时，合理区分并运用了lives/ leaves。起到了学以致用的目的。3、Teach teaches.T: My pen pal lives in Shanghai .He is a teacher. He teaches English. I teach English ,too.(Then repeat teaches)Who is your Chinese teacher?S3: Ms. ShiT; Yeah, Ms. Shi is your Chinese teacher. He teaches Chinese. I teach you English. .Now introduce your new teachers one by one. 设计意图通过介绍新学期的新老师，运用单词teaches，提高学生的口语表达能力。4、Teach goes.T:I go to work on foot. How does my pen pal go to work?(出示图片)S4:By bus.T: Yeah ,he goes to work by bus.T: Does Bill go to school on foot?Ss: Yes. 设计意图在任务型语言教学中，必要时也要进行语言形式的操练，但这些操练要具有真实意义。教师蒙着复习环节中的表格，让学生猜他们如何去上学，巩固单词goes。寓句型Does go to by.?于游戏中。5、Teach watches and readsT：Usually I watch TV at night. Do you watch TV at night?Ss: Yes./No.T: But my pen pal watches TV and reads newspaper at night.(Repeat together)6、Part B Lets Learn (Look, listen and repeat)设计意图回归书本。Step : Practice1、Work in group “Tell about Bills day”,then 优胜者自我展示设计意图及时反馈，在小组合作学习中，培养并提高学生的表达能力，让学生获得成就感.2、Lets chant3、Story time (Listen and answer: Do monkeys live in the mountains?) 设计意图在节奏欢快的氛围中，调节学生的精神状态，拓展学生谈论的范围，为下一步网上聊天做准备。在有趣的故事中，复习live和句型Do they live?让学生潜意识中区分Do/Does的用法。Step Consolidation and extension1、 Finish Activity book Page 362、Write your Net Pals day设计意图小学英语课时有限，所以及时反馈很有必要。学生课后利用活动手册及时查缺补漏，并且形成听和及时复习的习惯有利于学生以后的学习。顺应时代的发展，现实生活中学生的网友多于笔友，所以学生课外在网上聊天，谈论个人爱好等信息，激起学生使