Unit_4_I_have_a_pen_palB_Lets_learn.docxVIP

Unit 4 I have a pen palPart A Lets learn教学设计（六年级上册）教学目标： 知识与技能：1.通过运用自然拼读法、听音仿读、游戏操练、对话、填入所缺字母，学生能正确听、说、读、写词组：cooks Chinese, studies Chinese, does word puzzles, goes hiking.2通过对话操练、听音连线再说一说，学生能运用句型“Does he / she? Yes, he / she does. No, he/ she doesnt.”进行提问并作答。3通过小组合作补全对话，学生能利用奖励卡上的词组，运用本课时重点句型“Does he / she? Yes, he / she does. No, he/ she doesnt.”谈论自己的同学。情感态度与价值观：1. 通过玩游戏，学生体会英语学习的乐趣。2. 通过小组活动，学生体会合作学习的快乐。3.通过谈论自己的同学，学生树立用英语进行交流的意识。4.通过评价、奖励机制，学生积极主动参与课堂学习、大胆开口用英语进行交流。教学重点：1.学生能够正确听、说、读、写词组：cooks Chinese, studies Chinese, does word puzzles, goes hiking.2.学生能够运用句型“Does he / she? Yes, he / she does. No, he/ she doesnt.”进行提问并作答。教学难点：1.学生能够利用奖励卡上的词组补全对话。2.学生能将对话转化成My classmate这篇习作。教学准备：多媒体课件、光盘、单词卡片、奖励卡（词组的小卡片）教学设计：Step 1 Warming up1. Greeting.2.Sing a song: “A B C song”.3.复习26个字母通常发音。Step 2 Presentation1.Lets try.运用自然拼读法试读词组。教师将cooks Chinese, studies Chinese, does word puzzles, goes hiking四张单词卡片贴在黑板上，学生运用自然拼读法试着读出单词卡片上的词组，并简单标出符合发音规律的字母、字母组合或不会读的词和词组。以四人小组为单位交流自己会读的单词，互教互学不会读的单词，并进行拼读练习。以小组为单位汇报自学成果。各小组之间互教互学不会读的单词。教师标注出全班学生不会读的单词。（读得好的或教的好学生获得一张奖励卡）2. Listen and repeat.听音仿读。 学生听音仿说词组进行正音。 （如果没有不会读的单词此环节取消）教学不会读的单词：先让学生根据听音仿读跟读的听音训练试着读不会读的单词，然后教师根据学生读的情况进行教学。（能够通过听音训练正确读出不会读的单词的学生获得一张“ 奖励卡”）教师带读两遍单词后，指名领读单词。（领读得好的学生获得一张奖励卡）3. Play games:游戏操练单词。 打地鼠:看老师口型，大声地重复出单词并用手轻轻地拍打书上该单词。 头脑风暴：大声地说出课件中苹果树上掉落的苹果上所示的词组；小声地将课件中捡走的苹果上所示的单词或词组说给自己的同桌听。根据读音，补全单词： cook Chinese food, studie s Chinese, does word puzzles, goes hik ing。4. Dialogue Time.对话操练单词。 T: This is Fu Guanlin. He is my student. He is your classmate. He likes dancing. So he usually dances on the weekends. He also likes playing basketball. He often plays basketball on Tuesday at 1:25 pm.Listen and answer. Does he like English? Does he like dancing? Does he like playing basketball? Does he often play basketball on Tuesday at 1 pm?Make a dialogue.（对话练习）A: is my classmate.B: Does he / she like ?A: .Listen ， match and say.（听音,连线并说一说。）Make a new dialogue.（结合同学的真实爱好，利用奖励卡创编对话。可做适当增加或删减。）A: Look! This is . He is my classmate.B: Does he / she live in ?A: .He/She lives in .(否定回答时做追加解释)B: Does he / she like ?A: .He/She often 时间.(教师结合学生的回答写板书)石头剪子布决出表演对话的小组。5.教师结合板书介绍My classmate这片习作的谋篇布局。请同学们看黑板，结合你们的对话老师写下了这样一段文字。请你大声地读出来。老师用魔法棒把你们的对话变成了什么？为了使这段文字的主题更加鲜明，谁能为它加上一个清晰明了开头？有了如此清晰的开头，谁又能为它加上一个完美的结尾？现在请你为这篇小短文加一个题目。请你再读一遍凝聚着大家的智慧的小短文，品一品你应该怎样用英语向别人介绍自己的同学。6.评出本节课表现最好、进步最大的小组和个人。这些同学不用写本次作业。（学生推荐大家举手公投进行筛选）。Step 3 Homework1.背诵本课时cooks Chinese, studies Chinese, does word p