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六上 Unit 4 Then and now第四课时教案

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Unit 4  Then and now

(第四(si)课时)

Teaching contents  教学内容

Sound time & Cartoon time

 

Teaching aims and learning objectives  教学目标

1. 能理解并体会字母组合er在单词中的发音。

2. 能理解Cartoon time的内容并表演

3. 能熟练运用一般现在时和一般过去时。

 

Focus of the lesson and predicted area of difficulty  教学重点和难点

教学重点:1. 能理解并体会字母组合er在单词中的发音。

          2. 能理解Cartoon time的内容并表演。

教学难点:能熟练运用一般现在时和一般过去时。 

 

Teaching procedures  教学过程

Step 1 Free talk

T: Lets talk about the changes. Here is the change. We can talk about it like this.

【设计意图:借助free talk活跃课前气氛,复习关于job的名词引(yin)起学生兴趣,又以job为线索引入Sound time板块学习。】

Step2 Sound time

1. Look and guess

T: In my family, not only me, look at this picture. She is my mother. Whats her job?

S: A teacher.

T: You’re right. How about this picture? He is my cousin. Whats his job?

S: A worker.

T: Well done!

(教师出示图片,学生根据图片信息猜测相关职业,以悬念的方式引入Sound time版块)

T: Lets listen to the sound time and imitate. Pay attention to the intonation and pronunciation.

(学生(sheng)(sheng)听(ting)完录音后进(jin)行模(mo)仿;教师邀请学生(sheng)(sheng)朗读,看谁读得最好。)

2. Sound time

(学生注意单词中的字母组合er,发现其读音为/ɜ/;教师鼓励学生想出更多含有字母组合er并且发音为/ɜ/的单词)

er  /ɜ/   driver, brother, father, farmer, waiter, water, paper

T: Can you make a sentence with any two of these words?

S:

T: There are some other words. They have the same sound of er. Can you read these words?

S:

T: How much do you know about er?

S:

【设计意图:由job为线索,通过猜谜引出Sound time的内容,通过听读模仿和找规律,让学生自主找出er在这里的读音。并(bing)通(tong)过相(xiang)关练习学以致用。

Step3 Cartoon time

1. Look and say

T: My mother is a teacher. How about Miss Fox?

S: She is also a teacher.

T: What are they doing now?

S: They are having an English class.

2. Watch and answer

T: Watch the cartoon, and try to answer this question: At the beginning, Miss Fox feels unhappy. Why?

S: 

(师生一起带着(zhe)问题观看视频,对Cartoon time形成初步认知。在核对问题答案的过程中,教授新词汇。)

3. Read and answer

T: Yes, Miss Fox feels unhappy, because Bobby is looking out of the window. But later, Miss Fox gets angry, why? Lets read the Cartoon time together, and try to find the answer.

S: 

(教师设置悬念,进一(yi)度激(ji)发学(xue)生(sheng)(sheng)的(de)兴趣,邀请学(xue)生(sheng)(sheng)一(yi)起(qi)阅读Cartoon time,进一(yi)步(bu)加(jia)深(shen)对(dui)Cartoon time的(de)认知。)

4. Think and imagine

T: Miss Fox gets angry, because Bobby and Sam are talking. So, if you were Miss Fox, what would you do?

S: 

(教师(shi)设置开放(fang)性问题(ti),贴(tie)近真实的课堂环境,给学生(sheng)更多的思考空间(jian),锻(duan)炼学生(sheng)的发(fa)散性思维(wei)。)

5. Listen and repeat

T: Lets listen to the Cartoon time together. Pay attention to the intonation and pronunciation carefully.

6. Lets show

T: Now, we are familiar with the Cartoon time. Can you act it out?

S: Yes, we can.

T: Please prepare it in groups of four in one minute. Then, act it out in front of the class.

S: 

(教师进行示范,随后要求学生人一组表演课文内容,并邀请两组或更多学生在全班同学前表演)

【设计意图:由teacher为线索,引出Cartoon time的内容,通过小组间的讨论、判断等方式让学生理解课(ke)文内容,并通过表演让学生感悟到学习内(nei)容的趣味性。】

Step 4 Expansion

1. Discussion

T: Who do you like best in this story? Why?

S:

2. Guess

T: Bobby and Sam come to classroom early the next morning. What would they say to their classmates?

S:

【设计意图:继续设置开放性问题,锻炼学生的思维能力,训练他们(men)的语言(yan)运用(yong)能力。

 

Homework  家庭作业

1. Write what Bobby and Sam said into a short composition.

2. Listen to and read the cartoon time, and try to act it out with your families.

 

Teaching aids  教学准备(含板书设计) 

教学准备:PPT课件、照片。

 


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