六年级上册Unit 4 A Let's talk 教学设计

吕欢欢  浙江省温州市景山小学

一、教学目标

l. 知识目标:

1)能听、说、读、写句子“She / He likes ...”;能听、说句子“What's your hobby?”,并能在实际生活中运用。

2)能运用所学语言展开讨论,能根据听到、看到的语言信息得出结论(She / He likes ...)。

3)能通过阅读短文获得信息,并做出总结。

2. 能力目标:

能基于生活经验观察各个人物不同的穿着、体态及常去的地方进而判断其爱好。能够通过阅读短文获取信息,回答教师提出的问题。

3. 情感目标;

1)能与小组成员一起时论、交流,积极发挥各自所长,分工完成学习任务。

2)能够运用所学语言,在教师提供的情景里解决问题,提高语言的运用能力。

二、教学重、难点;

重点:学生能够听、说、认读句子“What's your hobby?”听、说、读、写句子“I like ... He likes ...”

难点:运用句子“He likes ...”及四会句子“I like ... He likes ...”

三、课前准备:

教师准备课件;一份阅读材料;信息卡每名学生一份)

Name:

Favorite color:

Favorite food:

Hobby:

四、教学步骤及说明

热身/复习(Warming-up / Rebision)

师生齐唱歌谣“Walking, Walking.”

 (学生边唱边拍手。)

通过歌曲及歌谣活跃课堂气氛,为本课教学做铺垫。

呈现/操练(Presentation / Practice

1. 教师出示课件,让学生猜教师的名字。

T: Well, I'm a new teacher here. Can you guess my name? I will give you some hints. My name has five letters. The first letter is in the phrase “going hiking”, but not in “cooking”. What is it?

学生根据教师的提示猜出第一个字母:H

在猜姓名的过程中复习学过的动词短语及进行吋态,激发学生的兴趣,并为下面的教学打下铺垫。

学生根据教师的提示,猜出教师的名字:Happy

T: How you got my name. My name is ...

S: Happy!

T: I'm Happy. I'm happy when I'm singing. My hobby is singing. Let's spell the word “hobby”. /h/ /h/.

S: H.

T: /d/ /d/.

S: O.

T: /b/ /b/.

S: B.

T: /i/ /i/.

S: Y.

学生根据教师所给的音素拼写出单词。

让学生根据教师所给的音素拼写出单词,逐步培养学生根据单词的读音写出单词的能力。

教师板书hobby并带出句子:What's your hobby?

T: I like singing. What's your hobby?

教师边说边板书:I like singing

Sl: I like playing football.

教师接着学生的话说:“He likes playing football.”(教师有意重读likes中字母s的发音。)

然后请全班的学生问;“What's your hobby?”

S2: I like drawing pictures.

T: She likes drawing pictures.

教师边说边板书:She likes ... (教师有意重读likes中字母s的发音。)

根据学生的回答引出本课的重点句型,自然地进入本课教学。

2. 同桌学生互相问答,并将答案告诉教师。

S1: What's your hobby?

S2: I like ...

Sl: She / He likes ...

偶尔有学生说错,教师通过手势及板书提示学生。

先说给同桌听再进行个别汇报,既能增加用英语进行交流的机会.又给学生一种安全感。

3. 教师先出示部分图片,让学生猜猜图中人物的爱好。

让学生根据图片中人物的衣着及动作猜猜爱好,既能充分调动学生的积极性,又能让学生把所学的语言用起来。

学生都能用第三人称单数进行问答,但偶尔会忘了用现在进行时,教师通过手势提示。

S1: She likes play football.

T: play ... (教师边说边用手指空书ing。)

S1: She likes playing football.

学生四人一组讨论后,教师给出答案:She likes playing football.

学生给出的答案一般停留在:running, dancing等,教师出示答案后,学生感到惊讶。然后同法让学生猜第二个人物的爱好。

4. 教师出示一张房间的图片,请学生根据房间的陈设猜猜主人的爱好。

T: Look! This is a room. There is a desk and a shell. Guess what his hobby is.

S1: I think he likes ... because there is / are ...

学生们四人一组展开讨论。三分钟后学生分小组汇报讨论结果。

S1: I think he likes reading books because there are many books.

S2: I think he likes flying kites because there are many kites.

S3: I think he likes eating fruit because there is a lot of fruit.

S4: I think he likes playing the violin because there is a violin.

通过观察房间的摆设猜主人的爱好,既培养学生的观察能力,又能有效启发学生的思维。学生在兴致勃勃完成活动的过程中不知小觉也操练巩固了本堂课所要掌握的语言。

T: Maybe you are right. I'm not sure. Perhaps we can know his hobby from his diary. Now read his diary and tell me what his hobby is.(教师出示课件。)

学生通过短文中的一些句子,推断出答案:

S: He likes drawing pictures.

通过阅读小段文章获取信息,提高学生的阅读能力。

5. 教师出示课件,四张门票。

T: Look! I have four tickets, a ticket for a basketball match, a ticket for a painting show, a ticket for a computer show and a ticket for a swimming match. Which ticket does he like? Why?

S1: He likes the ticket for the painting show because he likes painting.

T: You're right. There are three tickets left. I want to give them to my friends Linda, Tom and Bob. Please tell me who likes the ticket for the basketball match, who likes the ticket for the computer show and who likes the ticket for the swimming match.

选择门票的活动让学生用本节课所学的知识解决一个问题,使语言变得有意义。

教师请学生拿出准备好的材料,两人一份开始阅读。

通过阅读复习滚动本课所学语言。

学生阅读后讨论。教师提示学生要先找出他们的爱好再做出判断。

教师请学生汇报讨论的结果,全班一起核对答案。

S1: Linda likes the ticket for the computer show because she likes playing on the computer.

S2: Tom likes the ticket for the basketball match because he likes playing sports.

S3: Bob likes the ticket for the swimming match because he likes swimming.

生生互动,培养学生的合作能力。

通过阅读文章获得信息完成教师所布置的任务,使阅读变得有意义。

6. 教师出示课件。

T: I know there is a big show in the cinema and many stars will meet us. Let's go and have a look.

教师点击课件,课件上先出现一段文字,学生默读。

从说逐步过渡到篇章的阅读,难度逐渐提高。

T: Can you tell me who will meet us?

S: She is Jolin(蔡依林).

教师继续出示课件,由于操作失误,人物和文字同时出现,教师转而叫学生找出该人物的爱好。

T: Well, Jay will meet us. What's his hobby?

S1: He likes playing basketball.

T: And ...

S2: He likes playing the piano, guitar and drum.

7. 教师说出一些人物的相关信息,让学生来猜一猜他们是谁。

T: I know a movie star. His movies are very funny. He likes swimming, riding a bike and reading comic books. His English name is Stephen Chow. He made a new movie named “Kung fu”. Who is he?

Ss: He is Zhou Xingchi.

教师说出人物的相关信息,让学生来猜,激发学生听的兴趣,同时也为下面说的环节做铺垫。

T: Now, it's your turn. Do you know any stars?

教师出示主要句型。

教师出示关键句引导学生使用正确的语言。

学生四人一组轮流说出自己所知道的名人信息,同组学生猜人物的姓名。

8. 教师出示一张信息卡。

T: Now, it's time to write. Let's fill in an information card.

Name: Zhou Xingchi

Favorite color: blue

Favorite food: Beijing duck

Hobby: reading comic books

教师示范填写信息卡。

教师边写边提问。

T: What's his favorite color? What's his favorite food? What's his hobby?

教师根据学生的回答逐一写下答案。

学生拿出准备好的信息卡,根据信息卡上面的资料写出自己熟悉的明星的相关资料。

教师请学生上台汇报自己所填写的资料卡。

教师请学生交换信息卡,相互交流自己所知的信息。

巩固/延伸(Consolidation / Extension

教师出示课件布置家庭作业。

教师用歌谣集中学生并结束本节课。

以征订信息卡的方式给学生设置了一个小任务,使学生的变得意义。

阅读: 发布时间:2012-05-31 14:32:06   来源:人教网

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