PEP六下U4 B Lets learn.docx

学校名称杭州经济技术开发区江湾小学任课教师毛 丹学 科小学英语任教年级六年级拟定上课时间40分钟上课学校杭州经济技术开发区江湾小学上课班级六（1）班教材版本PEP上/下册下册课题名称Unit4 Then and now B Lets learn教学目标总目标谈论事物和人物的今昔变化。学时目标一、知识目标： 1.能够听、说、读、写三个描述日常活动的词组:go cycling, ice-skate, play badminton。 2.能够正确运用上述三个词组谈论或描述自己的日常活动。 3.能够完成听力、连线和口头表达活动。二、能力目标： 1.能在教师的引导下梳理、归纳已学过的相关动词短语。 2.能在真实语境中运用句型Before, I couldnt Now I 谈论或描述自己能力和对事物喜好的变化。三、情感目标： 引导学生大胆运用归纳的学习方法，乐于在小组合作中用英语表达和分享自己能力和对事物喜好的变化。学时重点 听、说、读、写go cycling, ice-skate, play badminton三个核心词组，并能在情景中结合适当的句型描述或介绍自己能力和对事物喜好的变化。学时难点 核心词组go cycling, ice-skate, play badminton的拼写和发音，句型Before, I couldnt . Now I . 的正确运用。教材分析 本单元的主题是谈论事物和人物的今昔变化。A部分主要谈论学校的今昔变化。B部分主要谈论对事物喜好的变化。本课是B部分的词汇课，旨在围绕“能力和对事物喜好变化”这个话题，通过具体的语用环境帮助学生掌握词汇的三个要素，并能在交际活动中运用所学词汇进行交流。教材教法分析 游戏激发学生的旧知，引导学生归纳相关动词短语，于旧知中引入新词的学习；师生和生生交流，自然引入Mike和Wu Yifan的对话，引导学生带着问题听录音，学会捕捉关键信息，解决问题；跟读模仿，角色扮演等常规操练中突破重难点；生生互动，合作交流中巩固和运用新知。学情分析 六下的学生已经学过许多动词短语，也学习过关于兴趣爱好和能力方面的表达，上两个单元又刚学完过去式，这些都为本节课的学习打下了基础。兴趣爱好和能力的今昔变化也是一个学生喜欢的话题，学生会愿意并乐于表达和交流。教学流程Step 1 Warm-up and revision1. Play a game. (1) I say, you do. Let students listen and do the actions. (2) I do, you say. Let students look at the teachers actions and say the words.2. Look and say the words together. Let students look at the pictures and say the words together.3. Ask and answer. (1) Let students answer the teachers question: What do you love to do in spring? (2) Let students answer the teachers question: What do you love to do in summer? (3) Let students discuss and talk in pairs: What do you love to do in autumn and winter? 设计意图：游戏导入，激发兴趣，创设英语氛围；问答跟进，激活旧知，为新知铺垫。Step 2 Presentation1. Listen and answer. Let students listen to the tape and answer: What does Wu Yifan love to do in different seasons? 2. Learn the words: go cycling, play badminton ,ice-skate (1) Listen and repeat. (2) Try to spell. (3) Read it one by one. 设计意图：通过听录音问答问题，引出新词；采用跟读模仿，phonics拼读规则，拼写单词，帮助学生形成拼读的英语学习策略，并帮助学生有效学习和记忆单词的音、义、形。Step 3 Practice1. Listen to the dialogue and answer. Let students listen to a dialogue and answer: Did Wu Yifan like winter before? Why or why not?2. Read the words. Let students read some words in the dialogue: think-thought, is-was, cant-couldnt.3. Listen and repeat. Let students listen to the dialogue again and repeat, and ask them to pay attention to the stress, the rising tone and the falling tone.4. Read the dialogue together.5. Read the dialogue in roles.6. Read, choose and act. (1) Read the dialogue, fill in the blanks and act it out: How did Mike change? (2) Read the dialogue, fill in the blanks and act it out: How did John change? 设计意图：由师生交流自然引入文本，引导学生带着问题听录音，根据听到的信息回答问题,并通过带读的方式简单处理非重点词汇；通过呈现语调标识，跟读模仿和角色朗读，引导学生关注对话中的重音和升降调，培养学生良好的语音语调；通过看图，选词填空并表演对话的形式进一步巩固所学词汇和对话。Step 4 Listen and match1. Listen, match and say. (1) Look, guess and say. Let students look at the pictures and guess their changes: Before, . couldnt . Now, . (2) Listen, match and say. Let students listen to the tape, match and say. 设计意图：合理利用教材上的听录音连线练习，巩固主句型的理解和运用。为了充分调动学生的思维，先引导学生看图预测，然后听录音完成连线练习。Step 5 Extension and consolidation1. Group work: choose and act.Let students choose one favorite friend to act: Hello, my name is . Before, I didnt like . I couldnt . Now, I .2. Enjoy an album.Let students enjoy an album made by Wu Yifan and his friends.3. Think, share and write.(1) Let students share their changes in their group.(2) Let students write their changes down on the paper, then show to the class. 设计意图：教师先示范，引导学生进行小组合作回顾今天所学人物的变化，然后进行描述和角色扮演；欣赏Wu Yifan他们的纪念册，为学生后面输出环节中核心词汇和句型的综合运用做好铺垫；小组交流分享各自的今昔变化，然后以纪念册的形式再一次全班分享，从而检测学生是否已掌握新知，并能灵活运用所学进行交流，将英语学习和学生的生活有效联系。Step 6 Homework1. Listen and repeat the dialogue and words and pay attention to the intonation. 听本课录音，模仿朗读,注意语音语调。 2. Tell your friends about your changes. 向朋友介绍你的变化。 3. Do a survey and make an album about your familys changes. 调查家庭成员的今昔变化并制作纪念册。 设计意图：通过设计听录音跟读模仿、口语表达、制作纪念册等注重分层性和联系学生生活的作业，既可以因材施教，激发学生课后学习的兴趣，又