6年级上册Unit 4The fourth period（第四课时）

Step1:Warm-up&Revision&Lead-in1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanreadloudly,clearlyandcorrectlyinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Aquickreview.①(1)Presentthepicturesofthefollowingactivities.（课件出示:相关图片及相应的词汇）Letstudentsreviewthewordsandtheexpressionstheylearnedlastclass.Activities:cookChinesefood,studyChinese,studyEnglish,dowordpuzzles,gohiking,writealetter/anemail,climbmountains,dokungfu,playfootball,readstories,sing,dance,swim,run.(2)Letstudentschangetheverbsinto“-ing”forms.Helpthemreviewtherulesofadding“-ing”attheendoftheverbs.（出示课件）3.Lead-in.T:Howcanyouconnectwithyourpenpal?（课件出示）Ss:Icanconnectwithmypenpalby…(QQ,WeChat,emails,letters,phonecalls…)Teachingpurpose②由导入环节快速进入LetTeachingpurpose②由导入环节快速进入Let’stry板块，快速阅读听前的两个问题，预测听力关键词，然后听录音并选择正确的答案，培养良好的听前预测习惯。1.Let’stry.②(1)T:Schoolisover.MissWhiteistalkingtoWuBinbin.Readthequestions.Predictthekeyinformationwearegoingtocatchduringthelistening.Thenlistenandcirclethecorrectanswers.（课件出示:分步出示教材P40Let’stry板块的问题、音频和答案）（2）Letstudentslistenagain.Askthemtoreadthelisteningmaterialaftertherecording.Highlightthekeyinformation“penpal”and“11”.（课件出示:教材P40Let’stry板块的听力材料）Teachingpurpose③呈现Let’stalk板块的图片，引导学生观察图片信息，预测即将学习的对话内容，培养学生的逻辑思维能力。观看对话视频，了解对话大意。带着问题再听对话录音，完成问答题，检验学生对对话细节的理解。2.Teachingpurpose③呈现Let’stalk板块的图片，引导学生观察图片信息，预测即将学习的对话内容，培养学生的逻辑思维能力。观看对话视频，了解对话大意。带着问题再听对话录音，完成问答题，检验学生对对话细节的理解。Presentthepictureof“Let’stalk”.（课件出示:教材P40Let’stalk板块的图片）Leadstudentstomakepredictionsthroughthepicture.T:Whoarethetwoboys?Ss:TheyareJohnandWuBinbin.T:WhatisWuBinbindoing?Ss:Heiswritinganemail.T:Canyouguesswhattheyaretalkingabout?Ss:Theyaretalkingabout…(Askstudentstomakepredictions.)3.Watchandanswer.(1)Presentthevideoof“Let’stalk”.（课件出示:教材P40Let’stalk板块的视频）Letstudentswatchit.Leadthemtoanswerthequestionandgetthemainideaofthedialogue.T:Whataretheytalkingabout?Ss:TheyaretalkingaboutWuBinbin’snewpenpalinAustralia.(2)Listenagainandanswer.①DoesthenewpenpalliveinSydney?（No,hedoesn’t.）Writedownthesentence“DoesthenewpenpalliveinSydney?”ontheblackboard.②IshisnameJohn?（Yes,itis.）Teachingpurpose④在通过回答问题、理解对话之后，基于学生对对话内容细节感知的加深，利用设问引导学生了解两个John的共同爱好，并认识到具有相似爱好的人更容易成为朋友。Teachingpurpose④在通过回答问题、理解对话之后，基于学生对对话内容细节感知的加深，利用设问引导学生了解两个John的共同爱好，并认识到具有相似爱好的人更容易成为朋友。Writedownthesentencestructures“—Doesthenewpenpallike…?—Yes,hedoes./No,hedoesn’t.”ontheblackboard.4.Getmoredetails.④（1）T:DoesthenewpenpalliveinSydney,Australia?Ss:No,hedoesn’t.T:WheredoesthepenpalJohnlive?Ss:HelivesinCanberra.PresenttheflagofAustralia,picturesofSydneyandCanberraandfamousanimalsofAustralia.（出示课件）GetstudentstoknowsomethingaboutAustralianculture.Writedownthewordsandthephrase“Australia(country）,Sydney（thebiggestcity）,Canberra(capital)”ontheblackboard.T:SydneyisthebiggestcityinAustralia.Canberraisthecapital.Therearemanyfamousanimals.Kangaroosandkoalasarefamousaroundtheworld.Theseanimalsareamazing!Writedowntheword“amazing”ontheblackboard.Teachthenewwords“Canberra”and“amazing”.（出示课件）Helpstudentslearntoreadtheminsyllablescorrectly.（2）T:DoesWuBinbin’snewpenpallikedoingwordpuzzlesandgoinghiking?Ss:Yes,hedoes.T:DoesJohnlikedoingwordpuzzlesandgoinghiking,too?Ss:Yes,hedoes.T:WuBinbin’snewpenpal’snameisJohn,too.WhatdothetwoJohnslike?Ss:Theybothlikedoingwordpuzzlesandgoinghiking.T:WhatdoesJohnwanttodo?Ss:HewantstomakefriendswithWuBinbin’snewpenpal.Teachingpurpose⑤通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并在小组中进行角色表演。Teachingpurpose⑤通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并在小组中进行角色表演。Ss:Becausetheyhavethesamehobbies.Theybothlikedoingwordpuzzlesandgoinghiking.T:Goodjob!Peoplewithsimilarhobbiesandfavouritesaremorelikelytobefriends.Step3:Practice1.Readandact.⑤(1)Studentsreadaftertherecording.（出示课件）Payattentiontothepronunciationandtheintonation.(2)Practicethedialogueinpairs.Readinroles.Teachingpurpose⑥Teachingpurpose⑥基于对话创设一些有关John的信息，帮助学生更多地了解WuBinbin的笔友。以一般疑问句的形式操练本课的核心句型，也为接下来的巩固活动拓展相关表达，做好充分的语言准备。2.Let’sknowmoreaboutWuBinbin’spenpal.⑥Presentasetofpictures.Leadstudentstoreadthem.Makeamodelfirst.（课件出示:给单词和词组sing,readstories,playfootball,dokungfu,climbmountains,watchcartoons配图。在每张图片右下角随机附上笑脸和哭脸，在PPT中以动画形式出现。呈现核心句型“—Doeshelike…?—Yes,hedoes./No,hedoesn’t.”）T:Doeshelikesinging?Ss:(Studentsguesstheanswer.)Yes,hedoes./No,hedoesn’t.Teachingpurpose⑦Teachingpurpose⑦通过帮助John设计交友广告，整合对话内容，完成文本重构，提高学生的语言综合运用能力。Step4:Consolidation&Extension1.DesignanadforJohnonapenpalwebsite.⑦T:Johnisanoutgoingboy.Hewantstomakemorefriendsfromdifferentcountries.Canyouhelphimdesignanadonapenpalwebsite?Whatmessagecanweshareonthewebsite?Ss:Wecansharehisname,country,city,age,hobbies,favouritethings…T:Welldone!Ifyousharemore,peoplecanknowhimbetter.(2)T:Workingroups.DesignanadforJohn.Youcandolikethis:Teachingpurpose⑧Teachingpurpose⑧指导学生根据教材下方表格完善给John的交友信息，使学生能熟练运用所学语言谈论自己的相关信息以及兴趣爱好。同时渗透结交朋友要有共同兴趣爱好的情感教育。(3)T:Shareyourads.Let’sseewhichgroupdoesbest.2.FinishthemessagetoJohn.⑧（出示课件）Leadstudentstogooverthechartonpage40andunderstandhowtowriteit.Thenaskstudentstocompletethemessageandgiveabriefreport.3.Afriends-makingcolumn.Leadstudentstocreateafriends-makingcolumnintheclassroomafterclass.Askthemtopastethemessagesonthecolumn.Letthemreadthemessagesandchoosetheirfriends.Theycanchatwitheachothertogetdeeperunderstanding.4.Summary.Makeabriefsummaryaccordingtotheblackboarddesign.Evaluatestudents’groupworkandselectthebestgroup.▶板书设计▶作业设计1.Practicethedialogue.2.Rememberthekeywordsandexpressionsofthisclass.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.利用直观形象的图片，复习前几节课所学的核心词汇和句型，为即将学习的对话奠定语言基础。2.结合学生生活导入新课，为对话创设语言背景，使学生在情境中展开语言学习。3.注重对学生听力习惯和逻辑思维的培养，引导学生读题并预测听力关键词。通过观察图片信息，预测对话内容。4.关注学生的语音语调，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。5.师生对话的过程中注意情感目标的渗透，引导学生了解两个John的共同爱好，并认识到具有相似爱好的人更容易成为朋友。6.巩固活动注重对对话内容的整合和重构，基于情境提高学生的语言综合运用能力。▶TeachingContentsLet’stryUnderstandthequestionsandpredictthekeypointsofthelisteningpart.·Predictthestorybyfinishingthelisteningquestions.·Understandtherecordingandfinishtheexercises.Let’stalk·Understandthemainideaofthedialoguebyobservingandtalkingaboutthepicture.Answerthequestionsbelowthedialogue.Readthedialoguecorrectlyandfluently,andactitoutingroups.Usethesentencestructures“—Doeshe/she...?—Yes,he/shedoes./No,he/shedoesn’t.”properlytoaskforinformationaboutothers.LearnaboutthecitiesofCanberraandSydney.·Understandandreadthenewwords“Canberra,amazing”.▶TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencestructuresofthisclass.·Beabletousethesentencestructures“—Doeshe/she...?—Yes,he/shedoes./No,he/shedoesn’t.”properlytoaskforinformationaboutothers.▶TeachingDifficulties·Beabletousethesentencestructures“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”properlytoaskforinformationaboutothers..▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.Dividestudentsintoseveralgroups.Greettheteacher.Gettoknowtheevaluationrulesofgroupwork.Usepicturestoreviewthewordsandthesentencestructureslearnedlastclassquickly.Layalanguagefoundationfortheupcomingdialogue.2.Aquickreview.Leadstudentstoreviewthekeypointsoflastclass.(1)Reviewthewordsandtheexpressions.(2)Reviewthe“-ing”form.3.Lead-in.Talkwithstudentsabouthowtoconnectwithpenpals.Talkwiththeteacherabouthowtoconnectwithpenpals.Presentation1.Let’stry.(1)Playtherecording.Leadstudentstolistenandcompletetheexercises.(2)Presentthelisteningmaterial.(1)Predictthekeywords.Thenlistenandcirclethecorrectanswers.(2)Listenagain.Readthelisteningmaterialaftertherecording.Leadstudentstopredictthekeywordsofthelisteningpart.Cultivatetheirgoodlisteninghabitsofprediction.2.Makepredictions.Leadstudentstomakepredictionsthroughthepicture.Talkwiththeteacherandmakepredictionsthroughthepicture.Leadstudentstoobservethepictureandpredictthedialogue.Cultivatetheirlogicalthinkingability.Letthemwatchthevideotogetthemainideafirstandthenlistentoitandanswerthequestionstotesttheirunderstandingofthedetails.3.Watchandanswer.（1）Playthevideo.Leadstudentstoanswerthequestionandgetthemainideaofthedialogue.（2）Letstudentslistenagainandanswerthequestions.(1)Watchthevideoof“Let’stalk”,answerthequestionandgetthemainideaofthedialogue.(2)Listenagainandanswerthequestions.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation4.Getmoredetails.Leadstudentstogetmoreinformationaboutthedialogue.Teachthewordsandthephrase.Talkwiththeteachertogetmoreinformationaboutthedialogue.Learnthewordsandthephrase.TalkwithstudentstoleadthemtofindoutthecommoninterestsoftwoJohn’s,andrealizethatpeoplewithsimilarinterestsaremorelikelytobefriends.Practice1.Readandact.Playtherecording.(1)Readaftertherecording.(2)Practicethedialogueinpairsandreadinroles.Actout.Leadstudentstoreadthedialoguewiththecorrectpronunciationandintonation.2.Let’sknowmoreaboutWuBinbin’spenpal.Presentasetofpictures.Leadstudentstoreadthem.Thenmakeamodel.Talkwiththeteachertopracticethekeysentencestructures.CreatesomeinformationaboutJohnbasedonthedialogue.Practicethekeysentencestructuresandmakelanguagepreparationforthenextactivityandextendtheirrelatedexpressions.Consolidation&Extension1.DesignanadforJohnonapenpalwebsite.Organizestudentstoworkingroups.Talkaboutthemessagetheycanshareonthewebsite.Workingroups.DesignanadforJohn.Sharetheirads.Leadstudentstotalkabouttheirowninformationandhobbiesskillfully.Permeatetheemotionaleducationofmakingfriendswithpeoplewhohavethecommoninterests.2.FinishthemessagetoJohn.Askstudentstocompletethemessageandgiveabriefreport.Gooverthechartandunderstandhowtowriteit.Completethemessageandgiveabriefreport.3.Afriends-makingcolumn.Createafriends-makingcolumnintheclassroomafterclass.4.Summary.Makeabriefsummaryaccordingtotheblackboarddesign.Selectthebestgroup.