2024四年級英語上冊Unit3MyfriendsThesixthperiod第六課時教案人教PEP

Page3Thesixthperiod(第六課時)PartBReadandwrite&Let’scheck&Let’ssing?教學(xué)內(nèi)容Readandwrite·讀懂四組句子并與圖中的人物正確匹配·按正確的語音、語調(diào)及意群朗讀四組句子·在有意義的語境中抄寫單元的話題詞匯并將句子補(bǔ)充完整·綜合運(yùn)用本單元的核心詞句Let’scheck·通過看圖，學(xué)會從圖片信息中推想考查點(diǎn)，做到有意識地去聽錄音，聽后完成排序任務(wù)·養(yǎng)成良好的聽力習(xí)慣，以持續(xù)提高學(xué)生的聽力水平Let’ssing·了解歌詞意義并清楚精確地歌頌?教學(xué)重點(diǎn)能夠運(yùn)用所學(xué)詞匯和句型簡潔地描述一位熟識的摯友或同學(xué)。?教學(xué)難點(diǎn)理解“Whatishis/hername?”和“Whoishe/she？”的區(qū)分及聯(lián)系。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻等。?教學(xué)過程Step1:Warm-up&Revision1.Greetings.Teachingpurpose①通過運(yùn)用前面課時中所學(xué)的描述人物外貌特征及衣著裝扮的詞匯和句型起先課程，起到“溫故Teachingpurpose①通過運(yùn)用前面課時中所學(xué)的描述人物外貌特征及衣著裝扮的詞匯和句型起先課程，起到“溫故”的作用,能夠極大地激發(fā)學(xué)生的學(xué)習(xí)愛好，讓課堂氛圍更加熱情，更有益于學(xué)生的英語學(xué)習(xí)。Ss:Goodmorning/afternoon,Mr/Miss/Mrs…T:Howareyoutoday?Ss:…2.Revision.①(1)Freetalk.T:Whoistallandstronginourclass?Ss:…T:Whohasbrownshoesinourclass?Ss:……(2)Fillintheblanks.PresentthewordsofthisunitonthePPT.Askstudentstocompletetheexerciseasrequired.Step2:PresentationTeachingpurpose②Teachingpurpose②通過“創(chuàng)建超級模特”的嬉戲，激發(fā)學(xué)生的表達(dá)欲望，提高課堂參加度，并利用已學(xué)詞匯輸出句子，讓學(xué)生自己將點(diǎn)（詞匯）組合構(gòu)成面（語段）進(jìn)行輸出。（1）Pre-reading.①Playagame—“Createasupermodel”.②Drawtheoutlineofapersonontheblackboard.Askstudentstodesignhis/herappearanceandclothes.Leteachstudentsayonesentence.Drawtheoutlineaccordingtostudents’descriptionsuntilasupermodeliscreated.Askstudentstolookatthepictureagain.Letthemtrytomakedescriptivesentencesintoashortparagraph.②Guess:Whoismybestfriend?Asksomestudentstouseacompleteparagraphtointroducetheirgoodfriend’sappearanceanddress.Asktheotherstudentstoguesswhohe/sheis.Reviewandconsolidatethekeysentenceslearnedinthisunit.Teachingpurpose③先讓學(xué)生視察并探討圖片內(nèi)容，再依據(jù)句子來選擇正確的圖片，培育閱讀策略，檢驗(yàn)學(xué)生是否能夠正確認(rèn)讀并理解詞匯及句型。(2)While-Teachingpurpose③先讓學(xué)生視察并探討圖片內(nèi)容，再依據(jù)句子來選擇正確的圖片，培育閱讀策略，檢驗(yàn)學(xué)生是否能夠正確認(rèn)讀并理解詞匯及句型。①Showthepictureandfourgroupsofsentencesof“Readandmatch”onthePPT.（出示課件）Letstudentsobservethepicture,underlinethekeywordsandphrasesandtalkaboutitinclass.T:Lookatthesechildren,boysandgirls.Whoarethey?Ss:They’reBen,James,AnnandKate.Writedownthenamesontheblackboardandreadthematthesametime.T:Ben,pen—Ben,e/e/.James,name—James,a-e/e?/.Ann,ant—Ann,a/?/.Kate,cake—Kate,a-e/e?/.Ss:…(Readaftertheteacher.)T:CanyoutalksomethingaboutJames?S1:…T:WhocantalkaboutBen？…②Completetheactivityof“Readandmatch”.Askfourstudentstoreadthefourgroupsofsentencesinturn.Theotherstudentsjudgebywhattheyhear.Thenchecktheanswerstogetherbylettingstudentsaskandanswer.Answers：1—James;2—Ann;3—Kate;4—BenS1:Hehasshorthair.Hehasabiggreenbag.Whatishisname?S2:HisnameisJames.S3:Shehaslonghair.Shehasorangeshoes.Whatishername?S4:HernameisAnn.Writedownthesentencestructures“He/Shehas…”“—What’shis/hername?—His/Hernameis…”ontheblackboard.S5:Sheistall.Sheisfriendly.Shehasabluehat.Whoisshe?S6:SheisKate.S7:Heisshortandthin.Hehasglasses.Heisnearthewindow.Whoishe?S8:HeisBen.Writedownthesentencestructures“—Whoishe/she?—He/Sheis…”ontheblackboard.Leadstudentstounderstandthedifferencebetween“Whatishis/hername?”and“Whoishe/she？”T:Whatishis/hername?Wecanonlyanswerthenamehere.Whoishe/she?Wecananswerthename,thejobortherelationshipwiththespeakerhere.③Listenandrepeat.Askandanswerinpairs.Onesaysthenameofthecharacterinthepicture.Theotherquicklyretellsthecharacter’sdescriptivetext.Thenexchangetocompletetheexercise.Forexample:S1:Kate.Teachingpurpose④此活動幫助學(xué)生將讀音、詞義及詞形結(jié)合起來，保證他們能夠理解重點(diǎn)詞匯及句型的意思，并能夠正確運(yùn)用。Teachingpurpose④此活動幫助學(xué)生將讀音、詞義及詞形結(jié)合起來，保證他們能夠理解重點(diǎn)詞匯及句型的意思，并能夠正確運(yùn)用。（3）Post-reading.④①Observeandread.Presentthethreepictures,thewordsandthephrases.（課件出示：教材P29Look,chooseandwrite部分的文本與圖片）Askstudentstoobservethepicturesandreadthewordsandthephrases.②Givethelanguagesupport,andtalkwithstudents.T:(Pointtothetallman.)Lookatthisman.Heis…and…（Describewithbodylanguage.）Ss:Heistallandthin.T:Whoisthisoldman?HeisSantaClaus.Whatdoeshehave?Ss:Hehasaredbag.T:Yes,therearemanygiftsintheredbag.Hehasaredhat,too.Butthereisno“hat”inthesquareframe.Soweshouldfill“bag”intheblank.Doesthisgirlhavelonghairorshorthair?Ss:Shehaslonghair.T:Great!Pleasechoosethecorrectwordsorphrasestofillintheblanks.③Remindstudentstowritethewordsorphrasescorrectly.Commentonthecompletionofstudents.Correctwritingerrorsintime.Thenchecktheanswerstogether.Answers:1.tall;thin2.bag3.longhairAskthreestudentstoreadthesentencesinturn.④Letstudentswriteafewsentencestheyhavelearnedinthisunittointroduceaclassmate.Next,letsomestudentsreadthesentencestheyhavewritten.Theotherstudentsguesswhichstudentthey’redescribing.Commentonthecompletionofstudents.Correctwritingerrorsintime.Teachingpurpose⑤Teachingpurpose⑤先引導(dǎo)學(xué)生視察圖片中的內(nèi)容，然后再聽錄音給圖片排序，使學(xué)生養(yǎng)成在完成聽力活動之前先獲得習(xí)題信息的習(xí)慣并檢驗(yàn)學(xué)生是否可以聽懂本單元的重點(diǎn)句型。Let’scheck.(1)Listenandnumber.⑤Showthepicturesof“Listenandnumber”onthePPT.（出示課件）Letstudentstalkaboutthenames,characteristicsandotherfeaturesofthecharactersinthepictures.S1:Sheisagirl.Shehaslonghairandorangesshoes.S2:Heisaboy.Hehasshorthair.S3:Heisaboy.Hehaslonghair.Hehasbrownshoes.S4:Heisaboy.Heistallandstrong.Hehasglasses.Playtherecording.Remindstudentstograspthekeyinformationandcompletetheexerciseof“Listenandnumber”.（出示課件）Teachingpurpose⑥Teachingpurpose⑥通過讓學(xué)生視察圖片，發(fā)散他們的思維，建立與所學(xué)單詞、句子的聯(lián)系，檢驗(yàn)學(xué)生能否認(rèn)讀、理解詞匯與句型，并能運(yùn)用這些學(xué)問進(jìn)行合適的表達(dá)。Answers:2-3-1-4（2）Lookandmatch.⑥Showthepicturesof“Lookandmatch”onthePPT.（出示課件）Letstudentsobservethepictures，andthendescribethecharacteristicsofthecharactersinthepictureswiththesentencestructures“He/Sheis…”“He/Shehas…”T:Lookatthisgirlinthefirstpicture.What’sshelike?Ss:Shehasshortblackhair.Sheisquiet.T:Good.Whataboutthisgirlinthesecondpicture?Whatdoyouthinkabouther?…ShowthewordsandthephrasesonthePPT.（出示課件）Letstudentsreadthem,andchoosetherightpicturestomatch.Remindstudentsthatthereismorethanonewordorphrasethatcanmatchthesamepicture.Checktheanswers.Answers:圖1:quiet圖2:longblackhair;glasses/friendly圖3:tallandstrong;blueshoes;shortbrownhair圖4:shortandthinTeachingpurpose⑦Teachingpurpose⑦以表演、觀賞、演唱、創(chuàng)編歌曲等多種形式來回憶本單元的重點(diǎn)詞匯，達(dá)到總結(jié)的目的。1.Let’sact.⑦Askstudentstoactoutthewords“tall,short,fat,thin,quiet…”2.Listenanddo.Giveorderssuchas:Clapyourhands.Stampyourfeet.Waveyourarms.Shakeyourbody…Studentsdoactionsaccordingtotheorders.3.Let’ssing.(1)Playthesong—Friends.（出示課件）Getstudentstoenjoyittogether.(2)T:Listenagainandanswer.Ifyourfriendistallandquiet,whatcanyoudo?Ss:Clapmyhands.(3)Studentssingthesonginpairs,thensingthesongtogether.(4)Makeanewsongwithreplacingtheadjectiveandtheverbphrasesofthesongingroups.Makeamodel:Ifyourfriendisthinandfunny,stampyourfeet.Ifyourfriendisthinandfunny,stampyourfeet.Ifyourfriendisthinandfunny,ifyourfriendisthinandfunny,ifyourfriendisthinandfunny,stampyourfeet.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Copythekeywordslearnedinthisunitfivetimes.2.DrawyourparentsanddescribetheminEnglish.3.Dotheexercises.（見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè)）?教學(xué)反思1.本課主要進(jìn)行讀、寫練習(xí)，讀、寫的句子都是本單元的重點(diǎn)內(nèi)容。2.采納與學(xué)生問答的方式綻開本課時的重點(diǎn)內(nèi)容，既減輕了學(xué)生的壓力，也活躍了課堂氣氛。3.在教學(xué)過程中，充分運(yùn)用嬉戲、圖片、錄音等教學(xué)手段，讓學(xué)生主動參加課堂活動，學(xué)生的參加意識很強(qiáng)，完成的效果也不錯。4.將難點(diǎn)進(jìn)行細(xì)化，采納“單詞—短語—句型”的方式化解難點(diǎn)。5.引導(dǎo)學(xué)生開展練習(xí)，操練句型，完成任務(wù)，加深了學(xué)生對句型的印象，也培育了學(xué)生學(xué)習(xí)英語的愛好。6.板書設(shè)計(jì)清楚明白，重點(diǎn)突出，起到了很好的總結(jié)作用。?TeachingContentsReadandwrite·Readandunderstandthefourgroupsofsentencesandmatchthemwiththecharacterscorrectly.·Readthefourgroupsofsentenceswiththecorrectpronunciationandintonation.·Copythetopicvocabularyofthisunitinthemeaningfulcontextandcompletethesentences.·Usethekeyvocabularyandsentencesofthisunitsynthetically.Let’scheck·Learntopredicttheexaminationpointsfromthepictureinformationandconsciouslylistentotherecordingandcompletethetask.·Developgoodlisteninghabitsandimprovestudents’listeningskills.Let’ssing·Singthesong—Friends.Understandthemeaningofthelyricsandsingclearlyandaccurately.?TeachingPriorities·Beabletosimplydescribeafamiliarfriendorclassmatebyusingthevocabularyandthesentencestructurestheyhavelearned.?TeachingDifficulties·Understandthedifferenceandtheconnectionbetween“What’shis/hername?”and“Whoishe/she？”?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision1.Greetings.2.Revision.Talktostudentsandshowtheexercise.1.Greetings.2.Talktotheteacher.Fillintheblanks.Reviewthevocabularyandthesentencestructures.Stimulatestudents’interest.Laythefoundationforthenewlesson.PresentationReadandwrite.(1)Pre-reading.①Playagame—“Createasupermodel.”②Whoismybestfriend?①Designappearanceandclothesandhelptheteachertodrawamodel.Makedescriptivesentencesintoashortparagraph.②Somestudentsintroducetheirgoodfriendswithacompleteparagraph.Theotherstudentsguesswhohe/sheis.Stimulatestudents’desiretoexpressandimprovetheirparticipationinclass.Increasestudents’languageoutput.(2)While-reading.Showthepictureandfourgroupsofsentencesof“Readandmatch”onthePPT.Instructstudentstoobservethepicture,completetheactivityandretellthetext.Talkaboutthepictureinclass.Completetheactivity.Andretellinpairs.Developstudents’observationskillsthroughthepicture.Cultivatetheirreadingstrategies.(3)Post-reading.Leadstudentstocompletetheactivityof“Look,chooseandwrite”.Observethepictures.Readthewordsandthephrases.Thencompletetheactivityof“Look,chooseandwrite”.Helpstudentscombinewordpronunciation,wordmeaningandwordformation.Ensurethattheycanunderstandthemeaningofthekeyvocabularyandsentencestructuresandusethemcorrectly.PracticeLet’scheck.(1)Listenandnumber.Showthepicturesofthissection.Andplayt