六年级英语上册 Unit 4 I have a pen pal（第三课时BLet’s learn Listen, match and say）教案设计 人教PEP.docx

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1、第三课时课时内容BLet s learn ； Listen, match and say 课时分析本课时是人教版六年级上册第四单元第三课时。围绕“笔友的个人信息”这一话题展开, 主要通过对话学习单词和词组 cooks Chinese food, studies Chinese, does word puzzles, goes hiking及用一般现在时的一般疑问句询问他人信息的句型Does he/she. ? Yes, he/she does. No, he/she doesn t.激发学生学习英语的热情，保持对英语学习的兴趣， 树立学好英语的信心。本课时是第四课时的基础。本课时的重点是四会短

2、语的掌握以及能够 在情景中适当的句型 Does he/she. . . ? Yes, he/she does. No, he/she doesn? t.进行提 问并回答。本课时包括 Let s learn 和 Listen, match and say 两个版块。Let s learn 呈现了 John和他弟弟谈论自己的笔友的场景，体现了单词的词形和意义。话题的设置，贴近学生 的实际生活，能引起学生学习的共鸣，更能激发学生学习的兴趣。Listen, match and say 版块是听力操练活动，通过听四个人的不同的日常活动进行连线，考查对Let，s learn单 词和句型的掌握情况。本课时的

3、单词和词组cook Chinese food, go, word, do,学生都已经接触过，为本课 词汇的教学打下基础。所以在教学时，借助真实的生活情景展开词汇教学，采用猜一猜、小 调查、等多种有效的活动形式学习和巩固新知。课时目标1 .能够听、说、读、写单词和词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking2 .能够运用上述单词和词组描述日常活动。3 .能够熟练运用句型 Does he/she. . . ? Yes, he/she does. No, he/she doesn t.提问 和问答。4激发

4、学生学习英语的热情，保持学习英语的兴趣。课时重难点1 .重点(1) 1 .能够听、说、读、写单词和词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking(2)能够运用上述单词和词组描述日常活动。(3)能够熟练运用句型 Does he/she. ? Yes, he/she does. No, he/she doesn, t.提 问和问答。2 .难点Does he/she. . ? Yes, he/she does. No, he/she doesn? t.句型的正确运用。教学准备课件、录音机、磁带、图表 教学过

5、程Step 1 Warm up1. GreetingT: Good morning, everyone.55: Good morning, teacher.T: How are you today?Ss: I m fine, thank you. And you?T: Im fine, too.教学意图：师生间互相问候。2. Ask and answer课件呈现一些动作演员、歌唱家、运动员、舞蹈家的图片，师生问答，生生问答。What are his hobbies?He/She likes doing kung fu/singing/playing football/dancing.教学资源：

6、课件设计意图：利用学生熟知的演员练习对话，既吸引学生的兴趣，又复习了学过的词汇和句型。 Step 2 Lead in课件继续呈现教师外国笔友的照片。T: Look, this is my pen pal. What do you wan to know about her/him?51: Where is he/she from?T: He/She s from the UK/USA.52: How old is he/she?T: He/She is.53: What are his/her hobbies?T: Can you guess?54: Does he/she like. ?(引

7、导学生猜测笔友的爱好)T: Yes, he/she does. / No, he/she doesn, t. T: Do you want to know about him/her? Let s have a look. 教学资源：课件设计意图：谈论教师笔友的话题，既能够激起学生的表达欲望，又很自然的引出新知。Step 3 Presentation1. Teaching ucooks Chinese food, studies Chinese, does words puzzles, goes hiking”(1) T: What does my pen pal often do?(呈现笔友

8、做中国食物、学习中文的照片)Ss: He/She often cooks Chinese food and studies Chinese.(引导学生回答，板 书 cook(s) Chinese food, studies (study) Chinese,理解词组，带读词组，注意强调 cook, study动词词尾的变化和发音。教学study Chinese,将Chinese替换为学生已学科目词汇) (2)T: My pen pal likes cooking Chinese food, studying Chinese and .(呈现笔友 玩字谜、远足的照片。教学)Ss: Doing wo

9、rd puzzles and going hiking.(弓| 导学生回答，板书 do(es) word puzzles, go(es) hikingo理解词组，带读词组，齐读词组)T: My pen pal does word puzzles and goes hiking every week.(注音强调 do, go 动词词尾的变化和发音) 播放录音，跟读四个词组。升降调朗读四个词组。呈现几组不同人物做不同事情的图片，引导学生用一般现在时态描述。如：The boy often cooks noodles.She usually goes to school on foot. (6)小组观

10、察并讨论一般现在时态肯定句中动词第三人称单数形式的词尾变化。(7)师生总结。教学资源：课件、录音机、磁带设计意图：通过谈论教师的笔友学习重点词汇，更能激起学生的求知欲。2. Learn “Does he/she . . . ? Yes, he/she does. / No, he/she doesn, t. ”(1)T: Your Chinese teacher has a pen pal, too. What does he/ she often do? Please guess.51: Does he/she do word puzzles?(板书句型 Does he/she . . ?理

11、解句型，引导学生 用学过的词组猜测)T: Yes, he does.(板书句型)52: Does he/she go hiking? (2)呈现人物做中国食物、学习中文、玩字谜、远足的图片等图片，两人一组对话练习。 句型:Does he/she. . ? Yes, he/she does. / No, he/she doesn? t.(3)呈现儿组句型，小组讨论一般现在时态变一般疑问句的方法及回答。Does he often play football?Does Amy study Chinese every day?Does your pen pal often cook Chinese f

12、ood?Does she usually do word puzzles?师生总结。教学资源：课件设计意图：通过猜测熟悉的老师的日常活动，激发学生的学习兴趣，感知新授句型。3. Learn the dialogue.(1)T: Our old friend John has a new pen pal. He is a boy. What s his name? Where does he live? Does he study Chinese? Listen to the tape and answer the questions.(2)Listen to the tape again an

13、d follow the tape.(3)Read in pairs.教学资源：录音机、磁带设计意图：听录音回答问题，培养学生的听力能力。Step 4 Practice1. Listen, match and say.(1)出示四个人物头像和四副图片，要求每个学生预测每个人物的日常活动。(2)听录音连线。(3)师生核对答案。设计意图：考查学生对本课词组的掌握情况。2. Do a survey.请学生调查同桌朋友或笔友的信息，完成图表。What s your good friend s/pen pal s name? Where does he/she live?What s her/his n

14、ame?What are her/his hobbies?What does he/often do?Name:Lives in:Age:Hobbies:Habit:教学资源：图表设计意图：训练学生的综合运用语言的能力。Step 5 SummaryT: What did you learn about this class?师生总结。1 . 学习了四个词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking2 .学习了询问他人日常活动的句型及回答：Does he/she/xxx . ?Yes, he/she d

15、oes. /No, he/she doesn t.设计意图：加深学生知识的理解和记忆。课堂作业一、写出下列动词的第三人称单数。1. cook 2. study 3. go 4. do 5. live 6. have二、根据汉语意思，补全句子。1 .来见见我的新笔友。and my new pen pal.2 .迈克住在中国吗？不，没有。一 Mike in China?一No, he.3 .约翰每天学习中文。Johnevery day.三、按要求完成句子。1. Amy often goes hiking.（变一般疑问句，并作肯定回答。）一 Amy oftenhiking?2. I do word

16、puzzles every evening.(用第三人称 he 改写。) word puzzles every evening.3. I like watching TV and niading stories.(就画线部分提问 9 *Answers:一、1 .cooks 2.studies 3.goes 4.does 5. lives 6.has二、1 .Come, see2.Does, live, doesn9t3. studies Chinese三、l.Does, go, Yes, he does 2. He does3. What are your hobbies? 板书设计B Let s learnDoes he/she cook Chinese food? cook(s) Chinese foodYes, he/she does.study (studies) ChineseNo, he/she doesn? t.do(es) word puzzlesgo(es) hiking