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感 悟 幸 福

幸福是一种信仰……

 
 
 

日志

 
 

PEP小学英语六(下)备课  

2010-04-28 05:13:52|  分类: 玲儿热爱工作 |  标签: |举报 |字号 订阅

  下载LOFTER 我的照片书  |

Recycle 1&2

教材分析:                                                                

本单元是综合复习单元一,话题是旅行。本单元沿着 Mike 一家人去昆明旅行的故事线展开,其中有 Mike 和妹妹 Kathy在机场谈论昆明的对话,旨在复习六年级上册be going to句型;Mike 丢失背包,失而复得的日记体短文,旨在复习一般过去时;Mike 和妹妹 Kathy 迷路的对话,旨在复习六年级上册方位及问路的语言点。除此之外还安排了扩展性的语言,如 Listen and write 部分的登机通知;Good to know 部分介绍的机场常见设施及标志,这都扩充了学生的语言和知识面。

另外,本单元的语言部分安排了把单词、音标、表意图相结合的练习:Listen,match and write。总的来说Recycle 1以复习巩固六年级上册的主要语言be going to句型和本册课本的重点语言点一般过去时为主。

教师在引导学生完成阅读理解和任务型活动的同时,要有意识地在其主要复习的语言当中渗透更多已经学过的语言,帮助学生回忆、巩固和综合运用更多学过的语言知识。

教学目标

1.能力目标

(1)能够把8册学生用书所学主要语言知识融会贯通,如:be going to 句型,there be 结构、一般过去式及有关问路、乘机的功能性语言等。

(2)能够通过温习旧知识开拓思维,活学语言并活用到实际交际中去。

(3)会唱歌曲“I went on a holiday “

2.知识目标

(1)综合复习8册学生用书的主要语言和词汇,要求学生做到能听、会认,并能在实际情景中准确表达。

(2)综合旅行中的各种场景综合复习be going to 句型和一般过去式及有关词汇和短语,要求学生能熟练地听、说、读、写。

3.情感、策略、文化等有关目标

(1)情感态度:培养学生尊重少数民族文化、热爱祖国山河的高尚情操。

(2)学习策略:引导学生以结对或小组的形式,学习长短不同的语篇;培养他们借助各种提示记忆、复述语篇内容的能力,从而最终提高学生的阅读技能。

(3)文化目标:了解机场常用设施和登机通告。

教学重难点:

Recycle 1是复习性的单元,它通过be going to句型和一般过去式学习旅游用语及相关活动的语言。所学内容都不是第一次出现,因此本单元的教学重点是将有关旅行的句型及功能型项目有机地融合,教师在教学中可留意以下方面:

   1.随着学习内容的扩展,教师要有意识、有计划地培养学生阅读理解和说话、写话的能力,增强学生的自信心,帮助学生克服学习中的畏难情绪。

    2.综合运用所学知识、技能是本单元的难点,教师要通过图片等创设情景,采用真实的任务与活动增强学生对语言的感受。

课时建议:六课时

教学内容:Read and say

教学目标与要求

1、能读懂Read and say的小短文,并能完成相应的两项练习。

2、能熟练运用be going to句型询问并回答自己及他人的旅行安排。

教学重、难点分析

本课时的教学重、难点是将第四单元的中心语言与be going to句型融为一体,让学生在具体情景中能熟练自然地运用。

教学准备

1.教师准备多媒体图片:中国地图和各地风景图(包括Stone Forest和folk dance图片)。

2.教师准备一个旅行包。

3.  教师准备民乐《月光下的凤尾竹》;本课时录音带;Mike的头饰;相关单词卡片。

第一课时

教学过程                                      

Step 1 Preparation (热身活动)

(1)播放Unit 4“A Trip to China”歌曲,学生跟唱。

(2)师运用课件(或地图)呈现祖国各地风景,让学生初步感知各地自然风光、民俗风情及地名。

    (3)学生根据实际经历自由问答:            Where did you go/visit on your holiday?

I went to / visited …on my holiday.

请访问过同一地名的同学组合成family,坐到相邻的位置。

(4) 播放六上Unit3 歌曲 “What are you going to do?”

What are you going to, going to, what are you going to do on Saturday? I’m going to the park, to the park. I’m going to the park on Saturday.

Where are you going, going? Where are you going on Saturday?

I’m going to the zoo, to the zoo. I’m going to the zoo on Saturday.

师生跟唱。(复习回顾两个句型)

 鼓励学生发挥想象力,回答越丰富越好。

Step 2 Presentation(梳理再现)

(1)  教师背上一个旅行包,说I’m going to take a trip.

教师提问:Where am I going to visit? (播放音乐“月光下的凤尾竹”)配合介绍:It’s usually warm and sunny. It’s known as Spring city.引导学生猜出: Kunming.

(2)  教师接着问:What am I going to do ?师用多媒体出示图片:Stone Forest和folk dance,帮助学生更好地理解昆明的民族风情,同时教学visit Stone Forest和see folk dance。可结合图片、音乐等学习:folk music/clothes/dance等。

(3)T:If you are going to visit Kunming, how are you going ? Why?教师让学生发表意见

Step 3 Practice(交际练习)

(1) Mike is going to take a trip. Where is he going ?What is he going to do ?When is he going ? How is he going ?让学生带着问题边听边记录主要信息。要求学生基本能用电话语言的形式表达出来。

(2)  限时阅读:给学生一定的时间限制,让他们通读课文,完成“Fill in Mike’s trip schedule”

师找一生对话示范 “Fill in Mike’s trip schedule”表格下的问答练习。 然后学生仿照“Fill in Mike’s trip schedule”表格进行问答练习。

(3)教师借助图片等提供情景:It’s the good season for trip. Where are you going? What are

you going to do? 请学生以Group work的形式和“家庭成员”讨论,拟定家庭旅行计划。

Step 4 Production(输出检测)

(1)一气呵成。教师将句子拆分,呈现单词卡,如:am, going, visit , I, to, Stone Forest,让首先说出单词的学生持卡并上来组成句子顺序:I am going to visit Stone Forest。

(2)小组合作自编对话。教师用多媒体图片呈现以下几组图片,如:See folk dance      Mike     Kunming

 Climb the Great wall   Kathy    Beijing

Step 5 Progress(总结提高)

让学生4人一组自编对话表演,鼓励学生自由发挥。

教师出示“Plan your holiday and make a dialogue”表格,让学生根据自己的意图制定假期旅行计划,完成表格。然后与小组队员一起分享你的旅行计划,交流讨论。

Step 6 Homework:

完成基础训练相关练习.

教后反思:

 

 

 

 

 

第二课时

教学内容:Read and answer(P52)  listen and write  Good to know                    

教学目标与要求

1.通过活动read and answer 综合运用旅行词汇和句子。

2.了解机场的设施及登机基本顺序。

教学重、难点分析

综合运用有关旅行的句子是本课重点;让学生学会捕捉听力材料里的关键信息是本课的教学难点,教师要注意培养学生良好的听力习惯。

课前准备

1.教师准备中国地图。

2. 有关昆明四季的图片及民族风情的有关图片。

3.教师自制卡片

教学步骤:                                                      

Step 1 Preparation                                         

(1)教师提供城市的相关信息,学生抢答城市名称。如:Great Wall ---Beijing     Ocean Park--- Hong Kong 

Spring city--- Kunming     East phearl--- Shanghai

    根据学生的回答,教师将各城市名称贴到教室的四周。

(2)小组竞赛。每组请一位同学代表,教师说一个城市名称,学生就跑向该城市,并说:I’m going to visit ….比一比谁的反应快。

(3)日常口语练习,内容可参考前一页的表格(设计旅行计划)。

    如:Where are you going on your holiday?

        What are you going to do there?

        Who are you going with?

        When are you going ?

        How are you going to get there?

Step 2 Pre—reading

    (1)  从上一环节学生的回答中(I’m going to … by plane.),教师自然引出:Why are you going to … by plane?引导学生回…is far from here. 然后教师继续引导How far is … from…? 2 hours? 3 hours? 最后引出句型It’s …hours by plane. 教师板书该句带读。

(2)出示中国地图,用其他城市替换操练:How far is … from …? It’s … hours by plane.接着用其他交通工具替换操练How far is … from…? It’s … hours by train / bus / van / bike。

(3)教师出示机票,介绍:Mike is going to visit Kunming with his family by plane. Look !They’re the tickets of the plane. What are they going to do first?呈现候机大厅的图片(包括Good to know部分的设施和标志),师生一起介绍认读Airport的标志及乘机的基本手续和顺序。

 (4)    教师出示打乱顺序的乘机手续词卡:board, security, check in (have boarding pass),请学生排一排顺序,演一演。在学生表演的同时,播放Listen and write的机场广播,让学生找到正确的登机口。其余学生完成听音填空练习。

(5)教师介绍课文情景:  Now Mike and Kathy is at the gate 24. What are they talking about? 提部分单词:far,three hours, weather, spring city, sunny, different places, buy folk clothes, suitcase请学生小组合作,编出一段对话。

Step 3 In-reading:

略读:让学生略读课文并判断正误

(1)   Is Kunming far from Beijing?

(2)   Are they going to see different place ?

精读&读写:学生精读课文并完成Answer the questions

(1)     How far is Kunming from to Beijing ?

(2)     What’s Kathy going to buy in Kunming?

(3)   What’s the weather like in Kunming?

(4)   Are they going to see different place ?

听读正音

小组合作,大声朗读

Step 4 Post-reading

1. 分角色朗读课文

2.教师为各组提供城市名字及著名景点,让学生以小组活动的形式作对话,如:Where are you going?

          How are you going to get there?

          What are you going to do?

3.讲解有关机场设施及登机前的通告。

机场需知:

  行李托运、换登记牌

  到达机场后,请到出发大厅指定的服务台凭客票及本人有效身份证件按时办理乘机和行李交运手续,领取登机牌。飞机离站前30分钟停止办理乘机手续。

  购买机场建设费

Step 5 Progress

1.       连词成句

(1)           also ; is ;food; in; Kunming; good; There

(2)           also; buy; folk; there; I; going; am; to; some; clothese

(3)           bigger; heavier; than; and; backpack; is ;My; yours

Step 6 Homework

1.       让学生制作自己的暑假计划,内容包括:where ;what ;how; when 等有关内容。

2.       向家长介绍有关机场基本设施的知识。

教后反思:

 

 

 

 

 

第三课时

教学内容:Read and answer  Let’s sing                                          

教学目标:

1.用一般过去式连贯表达一段发生过的事。

2. 理解Read and answer内容,并能完成相关练习。

3.学唱歌曲“I went on a holiday”。

教学重点:能读懂Read and answer内容。

教学难点:

用一般过去式连贯叙述一段事是本课时的难点,要求老师在正确示范的基础上带领学生进一步熟悉掌握。

教学准备:1.教师准备本课时所用的磁带、VCD。

2.教师准备小玩具一个。

3.学生制作棋子一副。

教学过程:                                            

Step 1 Preparation

1.播放歌曲I went on a holiday,学生跟唱。

2. Throwing game:同学间互相抛接一个小玩具,得玩具者必须说出一个和trip相关的单词或短语,前后不能重复。

3. 预习(Preview)

日常口语练习。

内容可参考:Where did you go on the holiday?

            How far is … from …?

            What’s the weather like in …?

            What did you do there?

            Do you like taking a trip/ hearing good news?

Step 2 Pre-reading

1.教师:I have 2 pieces of news for you. One is good, the other one is bad. Which one do you want to listen first? 在黑板的两侧分别板书:Bad news 和Good news。接着介绍:The bad news is I was false in the examination last year. The good one is I worked hard than before then I passed the examination this year.                      

2.请学生讲几条bad news,鼓励全班大胆设想,把bad news变成good news。

如:S1: It’s rainy today, but I have no umbrella.

S2: I have a umbrella, I can go home with you.

S3: Your dad will give you a lift.

S4: You can enjoy the beautiful city in the rain.

 教师鼓励学生创造性地表达,并对学生进行适时的辨证主义教育。

Step 3 In-reading

1. General reading.

让学生快速阅读后回答:Who helped Mike find the backpack?学生读时教师巡视检查督促。然后检查答案。

2 .Detailed reading.

出示下列判断题(事先写在小黑板上),让学生仔细阅读短文,读完判断下列句子对错,提示学生可以边读边勾画出相关句子,完成后可与同桌互相交流答案,并说出判断理由,最后全班一起对照答案。

① Mike lost his backpack in the hotel    (     )

②Mike went to the hospital.  (     )

③Mike’s backpack was small.     (     )

④The policeman found the backpack. (     )

⑤ Mike had a great day.    (     )

3. Read and write.

让学生通过再次阅读短文,完成下列句子。教师对中等偏下的学生注意指导。

①Mike lost his backpack _____________________________

②Mike’s backpack was _________________________

提示学生对于难题可以在小组内讨论,然后检查答案。

4 .Listen to the tape.教师放录音学生跟读,让学生注意模仿语音语调。

5. Read aloud.

让学生自由大声朗读,培养朗读能力,增强语感。为下步复述作准备。

Step 4 Post reading

1.复述课文

提供关键词,让学生复述课文,扩展运用所学信息。

(1)教师复述学生听(2) 师生齐复述 (3) 个别学生复述

2 .Ladders and slides.以下棋的形式进行句子表达练习。棋子的每一格都有一个单词,学生走到一个就要讲一句包含上面单词的话,最先到达终点者获胜。

3. 辩论赛。教师提供一个Topic,如:The tourism is good/ bad for our dairy life。将全班分成两组,抽签决定各自的主题,进行一定时间的准备讨论,然后以辩论赛的形式各自陈述自己的理由,理由充分又正确者为胜。

Step 5: Progress

 做基础训练同步练习。

Step 6:.Homework

Write a letter to your friend, tell him or her about your last trip.

教后反思:

第四课时

教学内容:1. Read and write      2. Let’s chant                                  

教学目标:

1. 能够综合运用所学句型,特别是一般过去时描述自己的旅行见闻。

2. 能听懂,说唱Let’s chant 内容。

教学重、难点:

1.重点:综合运用所学语言特别是一般过去时叙述旅行见闻

2.难点:教师需结合学生的生活经验,运用多种方法帮助学生建构语言体系。

教具准备:

录音机、磁带、本课时的动词卡片和旅行活动图片、地名卡片若干

教学过程:                                                                    

Step 1 Preparation: 

1. 播放歌曲I went on a holiday ,师生同唱歌曲。

2. 请学生互相交流有关旅行的见闻或事情 :

Where did you go last summer holiday?

What did you see there?

How did you go there ?

What did you do there?

3. 出示几张活动短语(如:saw flowers, went to a nature park, ate fresh fish, bought folk clothes, stayed at the village),让学生看几秒后拿走,说出看到的短语,说得又多又快的为胜。

Step 2 Pre—reading                                     

1.         教师出示几个动词卡片(如:take, stay, buy ,go, eat,

see等),提问:What did you do on your holiday? 学生

根据教师的提示,集体回答:I took pictures on my holiday.

We stayed at…. We bought…. We went to… 教师概括中

心语言,板书。如:We stayed at…. We bought….We went

 to….We ate….We saw ….最后出示动词write,引导学生

答:I wrote the post card.

2.         教师展示几幅学生旅行活动的照片,提问:What did …do

on his holiday? 学生回答后教师由此创设情景:Mike and

Kathy enjoyed their trip. They want to write postcards

to their friends. Let’s help them.

Step 3  In—reading

1. General reading

 Read quickly and tick or cross

A. The first postcard is from Mike.       (      )

B. The second postcard is also from Mike. (      )

C. Kathy is very happy this holiday.     (      )

2. Detail reading

Read again and answer the questions.

A. What is the first postcard about?

B. What is the second postcard about?

C. Where did Mike/Kathy go ?

D. What did Mike/Kathy do?

要求学生在读文章时对于重点信息进行圈点勾划,读完口头回答以上几个问题。

(3)Read and write

教师要求学生完成书上的填空题,阅读时可以采用合作阅读的方式,体现合作互助。学生完成书上的填空题之后,教师进行讲解。

(4)教师领读文章。(无录音内容)

(5)学生自由朗读,为下步复述做准备。

Step 4 Post—reading

1.请几个学生复述文章内容,教师进行评价。

2.教师:I went on a trip. Can you ask me some questions?

引导学生自主询问,看哪一组的问题最多,最有创意。问题可以如下Where did you go? What did you do ? Do you like the city?  Who did you go with? What’s the weather like there ?教师有意识地渗透Let’s chant的内容。

3.分小组进行交流,谈一谈自己去过的地方的风景、习俗、特色小吃、人文等。

4. Let’s chant

播放Let’s chant录音,学生说唱。

Step 5 Progress

教师提供若干词语和一个主题(topic),让学生根据所给主题将词语组织成故事,鼓励学生合作完成。如词语:postcard,  flower,  grapes,  sun, policeman, bank,

hotel, hot;主题为:A story of the trip。为了进一步激发学生的参与意识,词语和主题也可由学生设定

Step 6:.Homework

完成基础训练同步习题

教后反思:

 

 

 

 

 

第五课时

教学内容:Read and answer(P57)                                                

教学目标

1.能听懂会说本课对话,并能在情景中进行运用。

2.能口头、笔头叙述迷路的经历。

3.能完成文后画路线图和填写旅行日记。

教学重、难点分析

本课教学重点主要是让学生学会获取对话中的关键信息,培养学生再现情景,体验语言运用的能力。正确的完成

旅行日记。

教具准备

一张地图,图片,录音机等。

教学步骤                                           

Step 1 Preparation

(1) 播放Let’s chant,师生做动作。(P59页)

I went on a trip .What did you do ?

I went to a park. I went to the zoo.

I went on a trip .What did you buy ?

I bought a jacket. I bought a tie.

I went on a trip .What did you see ?

 I saw the mountains. I saw the sea.

I went on a trip .Did you have fun ? The weather was great. There was lots of sun.

(2) 快速反映。教师或学生指令,全体学生做出相应动作。

如:Turn left/ right、 Go straight on、get off、walk  south 、take  a  bus 、Put your book near( in front of、 behind) the desk.

Step 2 Pre-reading

1.师出示一张简单地图,师生对话。T: Where is the hotel? S: Behind the cinema.: here is the bus stop? It’s in front of the bank ……….

师找生做“寻找”的动作,问:“What are you looking for?板书并教授句型。

教师出示“旅游者”的图片让生观看并指着人物说 “visitors”

(板书教授)。师生一起看地图。

T: We  are  visitors ,how  can we  get to the ………?

S:………….(复习学过的句型)

师画一张简易地形图,标识出电影院、旅馆、邮局、汽车局等主要地点),同时画出警察的简笔画及旅游者,say:Now,we are visitors to this city .we are lost .let’s ask the policeman how we can get to the holiday hotel.(师双重身份,旅游者及警察)

T: How can we get to the holiday hotel?(板书并领读),站在他的一边说:You can take the No.26 bus .Get off at the post office.(板书领读),并让学生分组或分片以问答的形式展开训练。

2.师指着地图中的电影院说: There is a cinema near the Holiday Hotel .I can find the hotel from the cinema .

   P:(师扮演警察并指着地图说):Walk south from the post office .Go straight .You’ll find the cinema .对上面对话,师领读并板书,让学生通过开火车、小组之间互读的不同形式展开训练。

3.T :OH, the hotel is just behind the cinema .Where’s the bus stop ,please?

P : Turn right .It’s in front of the bank .

T : Thanks for your help .

P : Good luck .

4.师领读以上主要句型,同桌之间分角色读。

Step 3 In - reading

T: Now, we’ll find the Holiday Hotel.

Look, Mike and Kathy are visitors to this city ,they are lost too ,can you help them ?

1.       略读   

 Read quickly ,answer the questions ,please.

(1)What are Mike and Kathy looking for ?

 A : Holiday Hotel    B : Hospital

   (2) Who help them ? 

A : policeman    B:visitors

 2.细读

Read carefully ,answer the questions ,please.

(1)How can Mike and Kathy get to the holiday hotel ?

    (2)Where is the holiday hotel ?

    (3)Where is the bus stop ?

3.完成课本P58“练习(1)” 师生核对答案

   4.教师播放录音生跟读对话内容。

5.小组之间大声朗读对话。生扮演角色朗读对话。

Step 4 Post - reading

 小组之间运用本课时所学的内容互相谈论学校到邮局的路线。(并制作一个记录表)

Step 5 Progress

(1) P58 的练习(2)  填写“Mike ”的日记

(2)完成本课时的配套练习

Step 6 Homework

运用所学知识写一篇关于自己旅行中迷失方向的日记

教后反思:

 

 

 

 

 

第六课时

教学内容:Listen ,match and write   let’s find out   Story time                     

教学目标:

1.通过回忆旅行活动进一步巩固动词的过去式形式。

2.结合Mike一家人的购物活动复习旅行词语及其音标。

3.理解故事内容。

教学重点及难点:

1.动词的过去式形式是本学期学习的重点之一,此部分的内容要求四会,并能在情景中理解和运用。

2.根据音标说单词,培养学生拼读单词的能力。

3.本课时的教学重点也是教学难点,即进一步巩固学习动词的过去式形式及根据音标拼读单词的能力。

教学准备:

1.教师准备Let’s find out 部分的图。

2.教师准备录音机和相关的录音带。

3.教师准备单词卡片(打乱字母次序的单词)。

教学过程                                                  

Step 1 Preparation

(1)播放Let’s chant,学生跟说。

(2)师生按chant节奏问答:What did you do /see/ buy on your holiday?

(3)游戏:兵来将挡。教师(或学生)说一个动词或短语,其余学生则迅速说出它的过去式。如:T: buy   S1:bought

   S1: go   S2: went

   S2: see flowers   S3: saw flowers

教师作示范之后,接下来的游戏可以让学生说动词或动词短语,如:buy,go to school, see, brush teeth, think, take a picture 等。

Step 2 Presentation

1.教师出示Let’s find out 部分的图,提问学生:What did Mike do? 给学生几分钟的时间观察和记忆,然后拿下图,让学生回答图中 Mike 的活动。

2.学生完成本部分的练习。

3.学生俩人一组,订正答案,并进行问答,如:What did Mike do? He took pictures ….

Step 3 Practice.

.教师介绍说:Mike bought presents in Kunming. What did he buy? Can you guess? 学生一起复习有关旅游纪念品的单词。

2.教师制作一些卡片,每张写一个打乱字母次序的单词,如:csptoadr----post card,学生分小组竞赛,最快说出单词者可为本组赢得一分。

3.教师放录音,学生听音、看图和音标。可以先把单词和音标连线,再写出单词。

录音内容为:

Mike’s family had a great trip in Kunming. They bought many things there. Mike bought a cap, some paintings and post cards, many DVDs and a pair of sunglasses.

Kathy bought some dolls, a dress, a pair of shoes, an umbrella and a fan.

Mike’s father bought a guidebook, a map, four CDs, three picture-books and a pair of boots.

Mike’s mother bought some flowers, a scarf, some clothes, three magazines and a handbag. They had a lot of fun in Kunming.

4.教师可以提供若干城市名称,提问:You are going to visit …. What are you going to buy? 学生再次回忆有关单词。

Step 4 Production

(1) 翻卡片说单词。学生两人一组,把单词卡片反面朝上放在桌子上,然后同时翻开两张单词卡如:going, holiday),就马上组织成一句话(如:Where are you going on the holiday?/ I’m going to Kunming this holiday.),说得快又正确者为胜。

(2) 教师播放C部分Story time的录音或VCD,帮助学生理解故事内容。学生再听一遍录音,跟读故事里的句子,教师指导学生发音。

(3) Bright eyes. 在黑板上张贴Let’s find out的8幅图片,Mike, Zhang Peng, Sarah, Kathy等4个人物图片分别放在8幅图片上,如:Mike ---take pictures---buy presents。学生仔细观察后,请学生闭上眼睛,教师就趁学生闭眼之际交换人物位置(如把Mike放到eat noodles),然后请学生张开眼睛回答:What did Mike do just now ?引导学生回答: Mike took pictures and bought presents.

Step 5 Progress

(1) 完成Listen and write练习。播放录音,让学生听录音,

看图和音标,写出单词。

(2)总结本课知识:

go----went      take----took       see----saw           buy----bought     have----had         get----got           read----read    think----thought    say----said         speak----spoke        do -----did             write----wrote

Step 6 Homework

做本单元活动手册配套练习

(说实话,对于这样的课自己也摸不着路子,所以还是学习、借鉴)

教后反思:

 

 

 

 

 

 

PEP六(下)Recycle 2 A Farewell Party

教材分析:                                         

本单元以师生举行英语欢送会为主要话题展开,分别设计了会前、会中、会后的一系列情景对话和任务型活动,形式包括阅读理解、听力练习和游戏、任务,主要复习巩固了“can / can’t”的用法,be going to句型,there be结构、电话用语、现在进行时、一般现在时第三人称单数等功能结构和语法现象。教师教学的关键是能通过本单元英语欢送会的形式在主要复习的语言当中穿插更多已经学过的语言,帮助学生回忆、巩固和综合运用更多前七册学过的词汇和结构。

本单元围绕英语欢送会设计一系列情景对话和操作性很强的任务型活动,旨在有重点并兼顾全面地复习巩固小学阶段所学的语言,教师可视学生的学习情况有选择地进行教学。除此以外,教师要注意留出一定的课时指导学生进行总复习。建议可先依次将八册课本的重点语言进行提纲挈领式的归纳,帮助学生回忆、巩固与掌握;然后进行分类式复习,如字母、语言、词汇、句型、语法等,使学生理清知识脉络,建构起系统性的知识框架。

教学目标:

1.能力目标

(1)能组织并积极参加英语欢送会,灵活运用所学语言进行交流。

(2)能够了解英语请柬的内容并会模仿书写英语请柬。

(3)能初步使用英汗词典查新词。

(4)能听懂、会唱歌曲“We are Going Back”

2.知识目标

(1)能够听,说,认读Let’s read . Let’s make. Listen. write, match and say中的句子。

(2)能跟读Pronunciation部分的句子。

(3)能够听懂 Listen and write部分Listen and write 部分的录音并正确填写句子。

(4)能够了解Let’s play ,Story time, Good to know等部分的内容。

3.情感、策略、文化等有关目标

文化、情感目标:增进师生之间的友谊和情感,积极鼓动学生表现自己的才能。

教学重难点:

1.重点是基本掌握“can / can’t”的用法,be going to句型,there be结构、电话用语、现在进行时、一般现在时第三人称单数等功能结构和语法现象。

2.难点是学以致用。

课时安排:

第一课时:Let’s read (P62)  Read and tick or cross

第二课时:Group and write  Listen and write  Pronunciation    Let’s sing

第三课时:Let’s read (P67)   Let’s read (P72)

第四课时:Listen, write, match and say   Let’s play   Look up the words

第五课时:Let’s make    Good to know    Story time

第六课时:A Farewell Party

第一课时

教学内容:Let’s read (P62), Read and tick or cross                                  

教学目标:

1.能够听、说、读Let’s read部分的对话并正确回答对话后的问题。

2.能够读懂并回书写简单的英语请柬。

3.能够掌握can的用法。

重点难点:

1.本课时的教学重点是能听、说、认读对话,能用“can”句型表述会做什么;并且能书写简单的英语请柬。

2.本课时的教学难点是学生能灵活运用Let’s read中的语言表达自己能做什么并能正确书写英语请柬。

课前准备:

1.教师准备本课时所需的铅笔画、英语请柬。

2.教师准备录音机和录音带、词卡。

3.教师准备本单元的挂图。

教学过程

Step 1 Warm-up

1.复习动作类词或短语(利用词卡或课件进行)

2. Free talk

e.g.: What can you / he / she do?  

I / He / She can ….

    Can you / he / she …?      

Yes, I / he / she can.    No, I / he / she can’t.

Step 2 Pre-reading

1.呈现the end of the school year.

T: Boys and girls you’re students in Grade 6 now. This is our last term. It is the end of the school year.板书,教读。

2.呈现a farewell party

T: You will leave soon and study in a middle school. So we’re going to have a farewell party next weekend.板书,教读。

Step3 In-reading.

1. General reading.(略读)

让学生快速浏览并回答:

A. Would the like to perform at the party?

B. Can Zhang Peng do Chinese kung fu?

Check the answers.

2. Detailed reading(细读)

让学生仔细读课文,回答课本P62的几个问题(在课本中划出答案):

A. What can Chen Jie do at the party?

B. Can Zhang Peng play the piano?

C. What can Mike do?

D. What can Miss White do?

Check the answers.

3. Read and write (读写)

让学生再次细读课文,回答以下问题:What can they do at the party?

并把所搜集的信息填入下面的表格中。

Name

Things can do

 

 

 

 

 

 

    4 Listen to the tape.首先静听然后跟读。

    5.Read aloud.(朗读)同时小组找出短文中不理解的句子进行讨论。

读完之后质疑释疑。

Step4 Post-reading

1.分角色朗读对话。

2. T: We are going to have a farewell party next week. What can you do at the party? Make a survey.

Name

Things can do

 

 

 

 

 

 

3. Read and tick or cross

T: You can invite your parents to the party. You can invite your teachers, too.然后展示英语请柬,说:Look! This is an invitation. Can you read it? 指导学生朗读请柬内容。

Read and tick or cross. Then check the answers.

T: Write an invitation to invite your friends or your parents to our party.

(可以让学生合作完成)

Step5 Progress

1.做基础训练的相应练习。

2. Homework

A.学生听部分的录音,读给家长或者同伴听。

B.课后调查同学能做什么,试着制定欢送会节目单。

教后反思:

 

 

 

 

第二课时

教学内容:Group and write  Listen and write  Pronunciation                    

教学目标:

1. 能根据Group and write 的图来描述学生们准备欢送会的场面。

2. 能听懂Listen and write 部分的录音并正确填写句子。

3. 能理解,会跟录音说Pronunciation部分的绕口令。

教学重点:

    There be 结构。描述欢送会场,听录音填写书中的空格。

教学难点:能用There be结构描述欢送会场,并能跟读书中绕口令。

教学准备:单词图片、英汉词典、本课时的单词图片或卡片。

教学过程:

Step 1 Preparation.

1. Let’s sing: We are going back.

2. Free talk

T: Look, there is a blackboard in the classroom. There are many desks in the classroom, too. And?

Ss: There is/are…in the classroom….

(教师随机利用教室里的物品来复习there be句型)

Step 2梳理再现

1. Group the words

T: There are many things in the classroom. Then what can we do in the classroom?

Ss: We can…

T: We’ll leave our school. So we can have a farewell party in the classroom, too. (教师板书A farewell party) What things can we bring to the party? What food do we need?

Ss: I like…

T: Where can we put the …

Ss: We can put…on/in/under/next to…

教师拿出表格根据学生的回答填充

Food we need

 

 

2. T: We need some food for the party. Then how about drinks/gifts…? Discuss in four and finish the form.(集体讨论与farewell party有关的东西,如食物,礼物,装饰品等)

总结如下:

A: Food we need-----

B: Drink we want------

C: Things for decoration

D: Gifts for students

小组汇报讨论结果。

3.引导学生用There be 句式描述自己的讨论结果。

4. Listen and write

T: We are in grade 6 now. We are going to leave our school. It’s time to say goodbye to our school, and…

(呈现句型:It’s time to say goodbye to…)

Ss: It’s time to say goodbye to…

T: Sarah is going to leave China. It’s time to say goodbye to…

(教师可呈现相关图片来操练这一句型.)

T: Now let’s listen to a rhyme.

(教师放部分录音,学生认真听)

学生听录音并填空.

教师与学生一起创作,编写chant.

5.归类点拨

引导学生总结There be句式和It’s time to ….的有关内容。

Step 3补偿训练

1. Pronunciation

T: Wu Yifan is reading some tongue twisters. Would you like to join him? Get in groups and see how many tongue twisters you can read in one minute.(教师出示部分的教学挂图,在部分单词的元音或字母组合下画线,提示学生注意其发音,如:Spain, rain, France, pants, turkey…)

S:学生分小组用五分钟的时间查一查绕口令里出现的新词.

T-Ss:一起讨论绕口令的内容.

T:放录音.

S:先听,后跟读,然后分小组读,最后比比谁在一分钟里读的多.

2. T: Now, It’s time for you to write the passage.

T: Who can read the passage for us?

(学生完成书面练习,教师巡视进行指导,然后请部分学生朗读,看哪一位学生写得最丰富,最准确)

3.质疑释疑

Step 4交际应用

(教师呈现课本P65图片,示范单词分类连线)

T: Look at the picture. Pizza is a kind of food. Chocolate is food, too. Now open your books, group the words and match.

(学生打开课本做单词分类连线题,然后校对)

Ss:…and …are food.   …and…are gifts.  …

(教师呈现教学挂图)

T: Look at the picture. What a beautiful classroom! What’s in the picture?

Ss: There is/are…

教师根据学生回答,示范书写短文。

学生试着写短文。

评价学生作品。

Step 5评价检测

     the exercises.(所包含的范围一定要广,同时要注意针对性)

Step 6 Homework.

1.听录音,跟读本部分内容。

2.写一篇短文,用There be句型来描述自己的家。

教后反思:

 

 

 

 

 

第三课时

教学内容:Let’s read (P67)   Let’s read (P72)                                    

教学目标:

1.能够理解并会朗读Let’s read部分的短文,并回答课后问题。

2.基本掌握现在进行时的用法。

教学重、难点:

1.重点是理解并正确朗读短文,能读懂会说两个Let’s read 中的对话,尤其是复习巩固现在进行时的用法。

2.难点是能灵活运用Let’s read中的语言。

课前准备:

1.教师准备本课时所需的词卡。

2.教师准备录音机和录音带。

3.教师准备挂图。

教学过程:

Step 1 Preparation

1. Sing a song “The Way I feel” and “I Can Help”

2.出示第二单元A let’s learn部分的单词卡,学生同桌之间可以开火车的形式操练How do you feel? I feel sick. I have a fever…

3.教师出示第二单元的单词卡,学生同桌之间操练句型。

4.教师提问:We’re going to have a farewell party. How do you feel? 学生自由回答:I feel…..

Step 2 Pre-reading

出示图片或动作展示,引导学生用现在进行时来描述。例如:I am …ing.   He / She is ….   Is he / she …? 诸如此类的句子。

Step 3 In-reading

P67

1. General reading

让学生快速浏览,并回答:

A: Is Zhang Peng ill?

B: Is Liu Yun playing the piano?

C: Are Amy and Wu Yifan playing games?

Check the answers.

2. Detailed reading 让学生仔细阅读,回答(在课本上划出答案):

A: What is Zhang Peng doing?

B: What is John doing?

C: What are Chen Jie and Mike doing?

D: What are Amy and Wu Yifan doing?

Check the answers.

(3) Read and write

让学生再次细读,完成文后的练习题。Check the answers.

P72

1. General reading

让学生快速浏览,并回答:

A: Is Liu Yun happy?

B: How many gifts?

Check the answers.

2. Detailed reading 让学生仔细阅读,回答(在课本上划出答案):

A: What are the gifts?

B: What does Liu Yun give in return?

Check the answers.

(3) Read and write

让学生再次细读,完成基础训练上的题目。

Check the answers.

Listen to the tape,先听后跟读

Read aloud .

Step 4 Post-reading

1.学生分角色朗读对话,提出不理解的句子,教师解惑答疑。

2.学生进行小组对话练习,然后进行表演,教师鼓励学生在原有对话的基础上进行改编和创新。

Step 5 Progress

1. Do the exercises.

2. Homework:

A:听Let’s read部分的录音,读给家长或同伴听。

B:模仿本课写一篇短文。

教后反思:

 

 

 

 

 

第四课时

教学内容:Listen, match ,write, say   Let's play                                 

教学目标:

1.能够听、说、读、写Listen, write, match and say 中的句子并能完成填写句子的练习且能根据实际情况替换句型。

2.能够完成Let’s play中练习。

教学重点:

听、说认读本课中的的句子,完成填写短文及联线说句子的练习。能基本掌握动词第三人称单数的用法。

教学难点:

能听、说、认读短文。理解will 的用法并熟练用一般现在时第三人称单数形式和Be going to 句型转述Match and say部分的内容。

教学准备:

单词卡片、录音机和磁带。

教学过程:

Step 1 Preparation

1. Sing a song “The Way I feel”

2.教师出示五年级的有关爱好的动词短语卡片,如Play sports, climb mountains, play the piano, go hiking, fly kites, swim等。

T: Make short sentences about these verbs.

(Blackboard Design: eat  draw    play   listen  collect write  )

Ss: ….

Step 2 Pre-reading

教师出示一本日记:

Look! It’s a diary. Guess, whose diary is it? First, you can ask me about him or her. Then you can guess.

S: A boy or a girl?

T: A girl.

S: Maybe it’s …’s diary.

S1: Is she pretty?

T: Yes. / No.

S1: Maybe it’s …’s diary.

板书,教读。

Step 3 In-reading

1.教师出示头像

S: Oh! It’s Sarah’s diary.

T: Guess! What did she write in her diary?

S: Maybe she wrote something about…

2.听文章第一部分

T: Maybe! What did Sarah write? Now listen to Sarah’s diary. Remember two questions:

A: Why is Sarah sad?

B: What will be happen next Sunday?

听并解决两个问题(教师播放第一段录音)

Check the answers.

T: Yes. Sarah will have a farewell party next Sunday. And everyone is going to bring gifts for friends. What gifts will Sarah bring? And for whom?

(板书gifts       for whom )

4.教师播放第二段录音

T: Now, listen carefully.

T: What gifts will Sarah bring?

S: I know…

(出现四种礼物)

T: The stamp is for…

S: The stamp is for John.

T: Why?

S: ….

T: Open your book P64.Please match them.

T:The colour  pencils are for…

S: The colour pencils are for Chen Jie. Because Chen Jie likes drawing pictures.

T: Yes, let’s listen.

T: How about the book of the Thomas Edison?

S: The book is for Wu Yifan. Because Wu Yifan likes making things.

(答案逐一校对)

(T-Ss): Look! The stamp is for John because he likes collecting stamps. The colour pencils are for Chen Jie because she likes drawing pictures.

(学生跟着教师一起描述)

5. Listen to the tape,先听后跟读

6. Read aloud.

Step 4 Post-reading

1.学生提出不理解的句子,教师解惑答疑。

2. Let’s play

    说:Amy is working on some puzzles. Can you help her? 学生四人一组猜谜语,看哪组最先回答出所有题目,然后教师适当讲解。

Step 5 Progress

1. Do the exercises.

2. Homework:

A:听本部分的录音,读给家长或同伴听。

B:模仿本课写一篇日记。

教后反思:

 

 

 

 

 

第五课时

教学内容:Let's make Good to know  Story times                                  

教学目标

1.能听、说、认读Let’s make部分的四段短文,并与四副小图正确连线。

能复习巩固一般现在时第三人称单数的形式和用法。

2.了解英语中的一些告别用语。

教学重、难点:

1.本课时的重点是能听、说、读Let’s make 部分的短文,并能读懂故事。

2.本课时的教学难点是能够听、说、认读Let’s make 部分的短文并能模仿短文中的语言描述自己的教师和同学的外貌。

教具:

录音机、录音带、单词卡片、两个头、学生准备两张纸

教学步骤:

Step 1 Preparation

1. Let’s sing:“ We’re Going Back”

2. Free talk

教师与学生进行日常的会话练习

如:What can you do?

What did you do last night?

Who’s your best friend? What’s he like?

….

3. Guessing game

教师用英语描述班级内的一名学生,其他人猜是谁.然后请学生上讲台来描述某位同学,其他学生猜是谁.如:

T: I have a good friend. He has big eyes…He likes sports. Who’s he?

S1: He’s…

Step 2 Presentation.

1. T: We are very busy. How about Miss White? Let’s listen to the tape(第70页).Then answer some questions.

Is she busy?

What is she doing?

Why does she make a book about her student?

T: Miss White makes a book so that she can remember her students. Who are the students? What are they like? Let Ss read four passages.并质疑释疑。

2. T: There are four pictures here. Would you like to help Miss White glue the pictures?

教师指导学生完成图文搭配练习.

T: Boys and girls. You will leave your teachers and your classmates. Now please draw a picture of your best classmate. Then describe him or her.

学生画并在旁边配上对该同学的英文介绍.

Let Ss describe their best teacher or classmate.

3.教师板书日期提问:What is the date today?引出今天是离别的日子,从而引出句型“It’s time to say goodbye to…”

4.学生对It’s time to say goodbye to…畅所欲言

5.由学生的畅所欲言引出“Ways to say goodbye”---- Write soon!  Good luck!    Keep in touch!     Have a good trip!     Take care.

板书,教读

可再适当补充人们分别时常说的话语。

Step 3 Practice

    1. Read P70 after T.

2. Let’s sing.

跟录音机学唱歌曲。

3. Story time

教师向学生展示Story time部分的教学挂图,指着最后一副图中的Zoom 和 Zip说 Look at the picture. Zoom and Zip are sad. They are saying goodbye to each other. Now let’s see What happened. 学生同桌之间合作阅读或是,然后教师提出问题Where is Zip going? Is this good news for zoom ? What grade is Zip going to be in?

A. Let Ss read by themselves.

B.质疑释疑。

C.教师放录音,学生录音跟读故事。

D.分角色读或表演。(根据学生程度选择)

Step 4 Production

教师发给每名学生一张铅画纸,说:Now please draw a picture of your best classmate. Then describe him or her.学生画一副最要好的同学的肖像,并在傍边配上对该同学的英语介绍。

学生上讲台介绍自己最要好的同学,请其他学生猜是谁,看谁说的生动又贴切,教师给予评价时注意强调第三人称单数形式的使用。

Step 5 Progress

1.学生做本部分的配套练习。

2. Homework

A.记住本部分的告别用语。

B.用动词的第三人称形式来描述自己的朋友。可以以My friend为题。

教后反思:

 

 

 

 

 

第六课时

本课时就是一场告别晚会的设计,各位教师可根据自己的意愿自主设计。(不需要在此环节下多少工夫)抛砖引玉入戏:

Monitor: Thank you! Hello, I’m your monitor. Let’s begin our farewell party.       Are you ready?

Ss: Yes! (学生十分高兴)

M: Ok! Let’s play! (班长高举骰子扔出去)

Ss: How many? (学生探头看)

M and Ss: 4, 1, 2, 3, 4, you! Apple!

M and Ss: Apple, apple, what can you do?

Apple: I can sing a song for you.

(Apple表演唱歌)

M: Big hand!

Ss: Yeah!(全班同学一起鼓掌)

M: Apple, It’s your turn now.

Apple: Ok! (扔)

Ss: How many?(探头)

M and Ss: 5, 1, 2, 3, 4, you! Orange!

M and Ss: Orange, orange, what can you do?

Orange: I can chant for you. (Two little funny birds…)

M and Ss: Yeah!

Orange扔骰子

Ss: How many?

M and Ss: 2, 4, 5, 1, 6, you Strawberry!

M and Ss: Strawberry, strawberry, what can you do?

Strawberry: I can read some puzzles for you!

Apple: Puzzles, I like it very much.

Strawberry: What has four legs, but can’t walk?

Orange: I know it’s desk.

Strawberry: The second one: What goes around the world?

Apple: I know…

Strawberry: (Wait for a moment)! But stays in one corner.

M: Oh, mirror.

Strawberry: You are clever.

(以这样的形式将party进行下去,同学们可以表演各种各样的英语节目)

T: Oh, my kids. You are so wonderful. I hope you have a bright future, speak out your dream loudly. And let your dream fly away. Write down your dream!

教师播放Let’s sing的歌曲,同学们相互交换写留言册。

教后反思:

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