六年级英语Unit-4-I-have-a-pen-pal教案.doc

Unit 4 I have a pen pal单元教学目标：知识目标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 hobby?/ He likes reading stories./ 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句及其答语,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. 新| 课 |标| 第 |一| 网3.学唱一首英文歌曲:My new pen pal.了解一句谚语:A friend in need is a friend indeed.二.能力目标通过形式多样的交际活动内化课文语言,并运用其询问和简单介绍他人的兴趣和爱好，形成良好的语言交际能力。三情感态度目标通过学习本单元，进一步提高学习学生英语的热情，帮助他们形成更加稳固的学习兴趣，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。四文化意识目标w W w .X k b 1.c O m通过学习不同的爱好，如游泳，阅读，功夫等，了解世界各国不同的风 土人情，发展学生的跨文化交际意识。五策略目标 能够积极思考，解决问题的过程中学习语言，以解决问题的愉悦，促进学生的学习热情。单元课时安排：第一课时：Main scene Part A Lets try and talk第二课时：Part A. Lets learn Do a survey第三课时：Part B. Lets try, Lets talk第四课时：Part B. Lets learn, Part B. Listen, match and say第五课时：Part B. Read and Write第六课时：Part B. Lets check Lets wrap it up, Part C Story time单元反思:_第一 课时教学目标:1.能够听、说、读、写与爱好有关的英文表达。X k B 1 . c o m2.能够听说认读的单词和词组pen pal, hobby, jasmine, idea等。3.能够听懂，会说，会表演main scene和Lets talk的内容，并在真实情境中运用所学语言询问和描述他人的兴趣和爱好。教学重难点:重点:1.能够在实际语境中运用有关兴趣和爱好的问答句.What arehobbies? HeShe likes交流. 2.能够表演并内化Main scene 和Lets talk 的交际内容.难点:学生能够大胆创编和表演询问和描述他人兴趣,爱好的小对话.教学过程：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 Presentation1.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. http:/ /www. 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? X|k | B| 1 . c|O |mS：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教学反思:成功之处:_不足之处:_改进意见:_第二课时教学目标1.正确掌握单词，词组:dancing , singing, reading stories, playing football等并进行现在分词的变化规律总结。2.能够运用有关兴趣，爱好的英文表达what are your hobbies?和I like进行回答。3.能够听懂，会说Lets learn的内容，并能根据实际情况运用本课重点句型表达自己的兴趣和爱好。4.在对话交流中使学生养成用英语交流的习惯，培养良好的语音，语调和和语感。教学重难点:重点:1.能够正确掌握单词,词组dancing, singing, reading stories, playing football, doing kungfu,并进行现在分词的基本变化规律总结. 2.能够运用 关兴趣,爱好的英文表达What are your hobbies?和 I like进行问答.难点:学生能够大胆创编和表演有关兴趣,爱好的小对话.教学过程：Step1 Warming-up &revision1.Greeting2.Lets sing a song.播放本单元歌曲my new pen pal，学生在教师的引导下跟唱。3.随着愉悦的音乐，教师告诉大家我们要开一个主题是hobby的class meeting，同学们要想参加必须成功“闯三关”。Step2 Presentation1.Challenge1: Guessing Time.(1)展示本部分的图片，My new pen pal的音频片段，让学生猜。T：What are my hobbies?S：You like singing.认读sing及其音标，告诉学生-ing的音标，并领读singing，学生随着教师重复I like singing，并用红色标注I like。（2）呈现dancing：播放一段芭蕾舞视频片段，让学生猜。用同样的方法学习dance，dancing，I like dancing，并以组为单位朗读。（3）呈现reading stories：教师拿出一个盒子，让学生上前摸摸里面的物品。T：Whats in the box？Can you guess?S：A book. 打开盒子，里面有一本故事书，学生恍然大悟。S: You like reading stories.学习Play football，playing football，I like playing football.自编chant操练。(4)呈现幻灯片复习句型，Play a game:出示一棵苹果树的图片，学生说出掉落的苹果中所示的词组。There are many phrases in the apple tree.Can you say out the phrases as quickly as you can?2. Challenge2:Sum-up Time（1）小组内朗读并讨论总结动词原形变现在分词的规律，完成探究学习中第一、二题。（2）学生代表陈述总结，教师补充完善：动词直接加-ing;以不发音的字母e 结尾，去e加-ing；重读闭音节，以辅音字母结尾，再加-ing。3.Challenge3：Dialogue Time.（1）学习PartA的Lets learn 部分。看教学挂图，回答问题Who are they？听录音并完成探究学习中第三题。(2)听录音，分角色朗读课文，让2-3组学生进行对话展示，师生共同评价。（3）Make a dialogue:幻灯片呈现重点句型，学生造句练习及对话。(4)play a game:listen to the music and pass the box.要求音乐停止时，其他同学一起拍手问What are your hobbies?手拿盒子的同学从盒子中抽出一张纸，根据内容回答。Step 3 Consolidation 闯关成功，开始班会（1）学生4人一组完成探究学习中第四题，并根据重点句型编写一个对话（2）学生自愿上前进行展演，师生共同评价。Step4 Homework1.背诵所学重点单词和短语。2.完成课堂检测中的相关习题。3.告诉父母你兴趣爱好方面的事情。4.预习下一课，查查生词，译译句子。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 singing reading storiesWhat are your hobbies? I likes playing football Doing kung fu教学反思:成功之处:_不足之处:_改进意见:_第三课时教学目标1.能够听说朗读与爱好有关的英文表达，如Does he like doing word puzzles and going hiking? Yes, he does.2.能够正确听说认读单词amazing, Canberra等。3.运用一般现在时的一般疑问句句型Does he/she来进行提问.教学重难点:重点:能够运用一般现在时的一般疑问句句型,来提问他人的住处,爱好等情况并能作答. 难点:学生能够在真实的语境中灵活运用本课重点句型,并能根据课文大胆创编对话.教学过程：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。新| 课 |标| 第 |一| 网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 Homework新-课- 标-第- 一-网1.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 xKb 1. Co m Does he live in Sydney? Age hobbies Does he likeNo,he doesnt. place-name-favourite animalsHe likes in Canberra. Favourite food favourite animals Does heshe live in? Yes, heshe does. 教学反思:成功之处:_不足之处:_改进意见:_第四课时教学目标1能够听说认读单词shall,goal,join等。2.能够听懂，读懂并内化Read and write的内容，并能仿写一片纳新布告。3.能够掌握良好的阅读策略，积极大胆地尝试写作，并能提高自主学习能力。教学重难点重点:1.能够正确掌握单词studies puzzle, hiking等,并能进行动词原形变单三形式的基本规律. 2.能够掌握并且灵活运用一般现在时描述和询问他人的居住地,兴趣爱好等信息,基本句型为Does he? Yes, he does. No, he doesnt. He难点:学生能够大胆创编并表演询问和描述他人的居住地,兴趣爱好等信息的小对话.教学设计：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.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。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 Consolidation 1.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 .John Does word puzzles goes hiking. 教学反思:成功之处:_不足之处:_改进意见:_第五课时教学目标 1. 能够正确听,说,认,读单词shall, goal, join 等.2. 能够听懂,读懂并内化Read and Write 的内容,并能模仿写一篇纳新布告.3. 能够掌握良好的阅读策略,积极大胆地尝试写作,并 能够提高自主学习能力.4. 能够培养与人交往的能力和多种兴趣爱好.重难点:重点:1.能够听懂,读懂并内化Read and Write 的内容,并掌握基本的阅读策略.2.能够大胆尝试,仿写一篇纳新公告,培养基础英文写作能力.难点:能够提高阅读技巧,掌握基本阅读策略,并进行大胆思考和尝试英文写作.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. X|k | B| 1 . c|O |mStep 2 Presentation1. 讲解Read and write中的 Notice Board的内容,展开 Jigsaw reading.2