《I Have a Pen Pal》教案(一)
教学目标
(一)认知目标 1. 能够听、说、读、写四个单词的第三人称形式:cooks, studies, does, goes. 2. 能够听、说、认读句子:Does he live in China? No, he doesn’t. He lives in Australia, but he studies Chinese. 3. 能完成相关练习。
(二)能力目标 灵活运用本节课的重点句型。
(三)情感目标 教育学生积极参与,互相合作,培养团队合作意识。
教学重难点
(一)重点 掌握四个单词的第三人称单数形式。 突破方法:仔细观察单间,小组合作,读写造句,掌握重点。
(二)难点 掌握动词第三人称单数形式的变化规则。 突破方法:教师讲解,学生练习变换动词,突破难点。
教学过程
Step 1: Warm-up
1. 教师出示卡片动词词组给一位学生看,该学生做相应动作,不得说话,其他学生分成六个小组,进行猜词组比赛,猜对词组最多组给予奖励。
2.Let’s chant
I like riding, I like riding, riding a bike.
He likes diving, he likes diving, diving, diving, diving.
She likes playing, she likes playing, playing the violin.
They like collecting, they like collecting, collecting stamps.
We like making, we like making, making kites.
3. 师生用单词卡片进行问答练习。如: T: What is your hobby? S: I like reading stories. T: Does your uncle live in Beijing? S: No, he doesn’t. T: Where does he live? S: He lives in Changsha. T: Does your uncle like doing sports? S: Yes, he does.
Step2: Presentation Let’s learn
I like number 7. what number do you like?
Does she like number 3?
Yes, she does.
No, she doesn't.
1.教师边和一位学生玩字谜游戏,边说:I do word puzzles.
What does Chen Jie do?引导学生回答:Chen Jie does word puzzles, too. 教师板书并教读单词does。后缀es可用另一种颜色笔标出并将动词原形do写在一旁。 T: How do you go to school? S: I go to school on foot. T: Does your father go to work on foot? S: No, he doesn’t. T: How does he go to work? S: He goes to work by bus.
2.教师引导学生回答He goes to work by bus。教师板书并教读单词goes,后缀es可用另一种颜色笔标出并将动词原形go写在一旁。教师指导学生拼写单词。引导学生比较动词原形和第三人称单数形式,并用这两种形式造句以便加深印象,让学生在比较中逐步掌握。如: I go to work by bike. He goes to work by bike.
3. 教师出示做中国菜的图片说:Look! Chen Jie’s pen pal cooks Chinese food for he,然后板书并教读单词cooks,后缀s用另一种颜色笔标出并将动词原形cook写在一旁。
4. 教师手拿英语书问:Do you like studying English? 学生回答:Yes, we do.教师说:John’s pen pal studies Chinese.教师板书并教读单词studies,后缀ies可用另一种颜色笔标出并将动词原形study写在一旁。
5. 教师将四个动词短语卡片放在讲台上,学生分成四个小组,每组派一位代表跑上讲台,领取卡片,拿到卡片后跑回小组前,带读短语。
6. 教师让学生比较动词的第二人称单数形式和动词原形,引导学生总结动词第三人称单数形式的变化规则。
①什么是第二人称单数:第二人称单数是指一个人,不是你也不是我。
②动词第三人称单数形式的变化规则:
a.—般情况下,动词后直接加s。
b. 以 s,x,ch,sh 或o结尾的动词,在后面加 es,如 watch—watches, teach—teaches。
c. 以辅音字母加y结尾的动词,把y变为i,再加es,如study—studies。
d. 以元音字母加y结尾的动词,直接加s,如say—says。
e. 动词have在主语是第三人称单数时,have改为has。
f. 动词be在主语是第一人称单数时,be改为am;在主语是第二人称时,be改为are;在主语是第三人称单数时,be改为is。 出示更多动词,让学生根据语法规律,变换动词形式。
7. 教师播放Let’s learn部分的录音,学生跟读。
8. 教师将本部分的单词卡片混在一起,快速展示给学生,学生抢答。然后同桌之间以开火车形式进行问答操练。
9. 教师示范书写四会单词,学生仿写。
Step 3:Practice Listen, match and say
1. 教师让学生先看图,用铅笔在图旁边标上相应的人名和动词词组,然后播放Listen, match and say部分的录音,学生根据录音匹配好人名和动词短语,教师再次播放录音 核对答案。第三遍录音学生跟读,然后学生和搭档自由练习对话。最后,教师让学生擦掉人名和动词短语,大声表演对话。 教师让学生听写词语,如:she,by, goes,bus,work,to,然后学生把上述词语组合成句子,如: She goes to work by bus.
2. 教师说动词原形学生书写第三人称单数形式可以请两位学生与在黑板上。注意给学生一定的反应时间,不要给学生太大压力。
Step 4: Consolidation and extension
1.用英语描述你好朋友一天的生活情况。
2. 背诵并抄写本课四会单词。
3. 做活动手册上的配套练习。
《I Have a Pen Pal》教案(二)
教学目标
(一)认知目标 能够听、说、读、写句子does he live in Sydney? No, he doesn’t. Does he like doing word puzzles and going hiking? Yes, he does.并能在实际生活中运用。
(二)能力目标 能够运用所学句型来询问他人一些日常生活情况。
(三)情感目标 教育学生要养成良好的学习和生活习惯。
教学重难点
(一)重点 灵活运用本节课的重点句型。朗读时做到语调自然,语音准确。 突破方法:反复朗读,小组互听朗读,提出建议,突破重点。
(二)难点 在实际情景中正确运用所学对话。 突破方法:创设情景,表演对话,突破难点。
教学过程
Step 1: Warm-up
1. 播放歌曲My new pen pal,师生齐唱。
2. 师生进行日常会话。如: T: Where are you from? S: I’m from China. T: What do you do on Sundays? S: I often read books. T: How do you go to school? S: I go to school by bike. T: Do you go to school by subway? S: No, I don’t. T: Do you have a pen pal? S: Yes, I do.
Step 2 :Presentation
看图描述:She teaches English。He goes to work。
He watches TV。 He reads newspapers。
What’s your hobby?出示图片:hobby?
I say you say。
Let’ s try
What does ZhangPeng’s mother teach ?
She teaches English.
Does she teach English?No , she doesn’t 。
Does she teach Chinese?
No , she doesn’t .
Does she teach math ?
Yes , she does .
教师先引导学生看问题,然后播放Let’s try部分的录音,学生回答问题。教师再次播放录音,让学生找出回答问题的关键信息,核对答案。最后让学生反复听轮,尽量听出原文并进行复述。
Let’s talk
1. 教师请一名学生介绍他笔友的有关情况,如:
I have a pen pal. She lives in Beijing. I live in Wuhan. She likes climbing mountains, singing and swimming, but I like drawing cartoons and dancing. We often write emails. 教师根据这名学生的介绍问其他学生:Does his pen pal live in Beijing/Wuhan…?帮助学生回答:Yes, he/she does./No, she doesn’t. She lives in…教师板书并教读句型:Does he/she live in …? Yes, he/she does./No, she doesn’t.
2.教师用单词卡片指导学生进行替换练习。如: Does he live in the city? Does she live in the country?
3.教师出示简单字谜游戏,教学生玩,学生完成后,教师说:These are word puzzles.教师板书并教单词word puzzles。注意单词中word puzzle的发音,可用拆分法:puz-zle。教师问:Do you like doing word puzzles? 引导学生回答:Yes, I do.
4.教师出示远足图片,提问:What are they doing? 引导学生回答:They are going hiking.教师板书并教读单词go hiking。教师可做适当解释和拓展。继续提问:Do you like going hiking? 引导学生回答:Yes, I do./No, I don’t.
5.教师向一位学生提问: Do you like doing word puzzles and going hiking? 学生回答:No, I don’t.教师向全班提问:Does he like doing word puzzles and going hiking? 学生回答:Yes, he/she does./No, she doesn’t.教师板书句子:Does he like doing word puzzles and going hiking? Yes, he/she does./No, she doesn’t.
6.教师播放Let’s talk部分的录音,让学生带着问题静听两遍录音后回答问题。① What do the two Johns like? ② What is Wu Yifan doing? ③Where does Wu Yifan’s pen pal live?
教师引导学生回答问题,并答疑。再放一遍录音,学生跟读,然后同桌两人分角色操练对话,最后选派几名学生上台表演对话。
7. 教师示范书写四会句子,学生仿写。
Step 3: Practice
1.教师准备一些卡片,正面写人名,反面写动词短语或住址,如:watch TV, read newspaper, Shanghai等。请一名学生上台抽取一张卡片,这名学生把抽到的卡片正反面内容展示给其他学生看,再请一名学生只看正面并进行提问:Does your uncle/aunt like watching TV...? Does your uncle/aunt live in...? 其他学生用Yes, he/she does. No, he/she doesn’t.来回答。
2. 教师让学生将个人信息填在卡片内。 Name: ___________ I am a boy/girl. I live in ____________. I like ______________. I go to school___________. 请一名学生上台从一堆卡片中抽取一张,告诉台下学生:It’s a boy/girl.学生分成两组,轮流提问,如:Does he/she like drawing pictures? Does he/she go to school by bus? 等等,看哪一组先猜出填写卡片的人是谁。
3.学生分组讨论自己的兴趣爱好,然后完成Let’s talk 下面的练习。
Step 4: Consolidation and extension
1.让学生听Let’s try和Let’s talk部分的录音,并积极与他人交流。
2. 抄写本课四会句子。
3. 做活动手册上的配套练习。
板书设计
Unit 4 I have a pen pal word puzzles go hiking Does he/she live in…? Yes, he/she does. No, he/she doesn’t. Does he like doing word puzzles and going hiking? Yes, he does./No, he doesn't.
教案设计频道小编推荐:六年级上册英语教案 | 六年级上册英语教学计划
教案设计频道小编推荐:六年级上册英语教案 | 六年级上册英语教学计划