人教pep六上英语 Unit 4 The third period第三课时教案

 

The third period（第三课时）

Part B Let’s learn & Listen, match and say

▶教学内容与目标

课时教学内容	课时教学目标
Let’s learn	·能能够听、说、读、写有关兴趣爱好的词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking ·能够结合语境，在第三人称单数的句子中正确使用上述词组，并能熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答
Listen, match and say	·能够根据听力连线，然后进行交谈

▶教学重点

1. 能够理解和掌握本课时的重点词汇和句型。

2.能够运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。

▶教学难点

能够熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。

▶教学准备

PPT课件、课文录音、视频等。

▶教学过程

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Step 1: Warm-up & Revision & Lead-in

1. Greetings.

T： Good morning, boys and girls. In this class, if you can read the words loudly, correctly and clearly, you can get more points for your groups. The group which gets the most points will be the winner.

2. A quick review.

Present the pictures of different hobbies. Lead students to review the words and the expressions.

Revision: dancing, singing, reading stories, playing football, doing kung fu, swimming, climbing mountains, listening to music, watching

 

 

 

TV, playing the pipa, drawing cartoons… (课件出示：先出示相关图片，后出示相应的单词)

3. Enjoy a song—My new pen pal. (课件出示：歌曲《My new pen pal》的视频)

 4. Lead-in.

Present the picture of Zhang Peng’s pen pal Peter.  (课件出示：Peter的图片)

T： Do you know who he is?

Ss： He is Zhang Peng’s pen pal Peter.

T： Does he live on a farm?

Ss： Yes, he does.

T： What are his hobbies? (课件出示：教材P38 Let’s talk板块的图片及与Peter爱好对应的图片)

Ss： He likes reading stories, doing kung fu, swimming and singing.

T： Good job! John has a pen pal, too. （出示课件） Let’s get to know about him. 

Step 2: Presentation

1. Learn the phrase “studies Chinese” and the key sentence structures.

(1) Present the short video of “Let’s learn”. （课件出示：教材P41 Let’s learn版块的视频） Ask students to think about the two questions:

①What’s the name of John’s pen pal? (His name is John, too.)

②Does he live in China, too? (No, he doesn’t.)

Write down the sentences “—Does he live in China, too? —No, he doesn’t.” on the blackboard.

T： Good job! He lives in Australia. （课件出示：澳大利亚的国旗和图片）

Write down the words “Australia (country)” on the blackboard.

T: What language do people speak in Australia?

Ss: They speak English.

T: Right. Look! Is John studying English now? （课件出示：教材P41 Let’s learn板块的图二）

Ss: No, he is studying Chinese.

T: John lives in Australia, but he studies Chinese every day. He thinks Chinese is interesting and full of culture.

Write down the phrase “studies Chinese” and the sentence “He lives in Australia, but he studies Chinese.” on the blackboard.

(2) Present the two phrases “study Chinese, studies Chinese”. （出示课件）Lead students to compare the two phrases and find the regulation. Let students learn the new phrases and read them after the recording.

(3) Present the dialogue. （课件出示：教材P41 Let’s learn板块的音频） Let students read it after the recording. Highlight the key sentences “—Does he live in China, too? —No, he doesn’t.”

（补充说明：引导学生关注第三人称的一般疑问句，在句中含有实义动词时，要用does帮助构成句子，does本身并无实际词义，不用翻译。）

Lead students to practice the dialogue in pairs like this:

T: Does John study Chinese?

Ss: Yes, he does.

2. Learn the phrase “cooks Chinese food”.

T: Many foreigners like the culture of China. They think it’s interesting and full of history. What else do they like about China？

Ss: They like… (Chinese food, Chinese traditional festivals, Han Fu, Peking Opera…)

T: Well done! So they often learn to…

Ss: They often learn to… (cook Chinese food, enjoy Chinese festivals, wear Han Fu, sing Peking Opera…) （课件出示：活动词组对应的图片）

T: Chinese food is very delicious. Many people in other countries like Chinese food. Look at this boy. He cooks Chinese food with his classmates and teachers every week.  （课件出示：教材P41 Let’s learn板块的图一）

Present the new phrase “cooks Chinese food”. (出示课件) Highlight the “s” at the end of the verb. Ask students to learn the new phrase and read it after the recording. Write down the phrase “cooks Chinese food” on the blackboard.

Point to the picture and ask.

T: Does he cook Chinese food?

Ss: Yes, he does.

Students practice the dialogue in pairs.

3. Learn the phrase “does word puzzles”.

Present the pictures of foreigners enjoying Lantern Festival. （课件出示：一些外国人欢度元宵节的图片）

T: Do you know what festival it is?

Ss: Lantern Festival.

T: Lantern Festival is one of the most popular festivals in China. What do you often do on this day?

Ss: I often… (get together, enjoy the Lantern Show, do Chinese word puzzles…) （课件出示：活动词组对应的图片）

(Transfer students’ answers into the third person.)

T: Excellent. He/ She often… Do you know the English word puzzles? （课件出示：英语字谜的图片和词组，与中文字谜做 对比）

Write down the phrase “does word puzzles” on the blackboard.

Present the new phrase “does word puzzles”. （出示课件）Highlight the “es” at the end of the verb. Students learn the new phrase and read it after the recording.

Point to the picture and ask.

T: Does she do word puzzles?

Ss: Yes, she does.

Students practice the dialogue in pairs.

4. Learn the phrase “goes hiking”.

T: After Lantern Festival, spring comes. The weather gets warmer. It’s good for outdoor activities.

Present the new phrase “go hiking” and extend the phrases: fly a kite, climb mountains, have a picnic, ride a bike. （课件出示：活动词组对应的图片和拓展词组） Students read them after the teacher.

T： Here are some foreigners. They make friends with Chinese people and join in the outdoor activities. Let’s see what they often do.  （课件出示：下列句子的配图）

Write down the phrases “goes hiking， every weekend/week/Saturday/Sunday” on the blackboard.

Step 3: Practice

1.Play a game：What’s missing?

Present the pictures and the phrases of these activities: study Chinese, study English, cook Chinese food, do word puzzles, go hiking, climb mountains, fly a kite. （出示课件）

(1) Students read the phrases together.

(2) Make a model first. Lead some students to read the verb phrases and the other students say the phrases in the third person.

(3) Ask students to say the missing picture.

2. Ask and answer.

 Present the pictures of the phrases. （出示课件）Help students practice the key phrases and the sentence structures. Let them pay attention to the happy or the sad face attached. Then ask and answer.

(1) The teacher asks “Does he/she…?” Students answer “Yes, he/she does.” or “No, he/she doesn’t.” The teacher makes models with several students first.

（补充说明：强调以助动词开头的一般疑问句的句式，注意问句中的动词要用原形，答句要先回答Yes或No。）

(2) Then students work in groups. Groups 1~3 ask. Groups 4~6 answer.

(3) Boys ask. Girls answer.

Step 4: Consolidation & Extension

1. “Listen, match and say”.

(1) Present the pictures and the recording in “Listen, match, and say”. （课件出示：教材P41 Listen， match and say板块的图片和音频） Lead students to read the pictures first. Ask them to predict the key words before listening.

T: We have to catch the names, he or she, and the words of hobbies while listening.

Then let students listen to the recording and match the pictures.

Listen again and check the answers. （课件出示：教材P41 Listen, match and say板块的答案）

(2) Present the listening material. （课件出示：教材P41 Listen， match and say板块的听力材料） Highlight the new word “characters”. Ask students to guess its meaning. Help them get to know the word and read the sentences together.

(3) Lead students to observe these four sentences and find some regulations. Help them learn the simple present tense and the relevant time adverbials.

(4) Let’s play a memory game.

（游戏说明：给学生2分钟时间记忆上面的四个句子，用does创设一般疑问句对四个主人公进行提问，然后根据上面的描述进行判断和回答。）

Make a model：

A: Does John goes hiking every day?

B: No, he doesn’t. He goes hiking every Saturday.

2. Summary.

Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group.

 

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▶板书设计

▶作业设计

1. Recite the phrases in “Let’s learn”.

2. Practice the key sentence structures.

▶教学反思

1.利用直观形象的图片快速复习学过的重点单词和词组，活泼欢快的歌谣帮助复习核心句型，为即将开展的学习奠定语言基础。

2.词组的授新和呈现注重情境创设，注重文化渗透。基于外国人对中国文化的浓厚兴趣，通过中国美食、传统节日、汉服和京剧等充满中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。

3.以学生为主体，注重对学生的引导，启发思维，让学生观察和总结一般现在时的表达特点和一般疑问句的表达方式。

4.创设不同形式的操练活动帮助学生巩固本课核心语言，保持学生课堂学习的兴趣和激情。教学重难点得到了有效的突破。

5.板书设计清晰明了，重点突出，起到了很好的总结作用。

▶Teaching Contents & Teaching Aims

Let’s learn

·Be able to listen, speak, read and write the  phrases of interests and hobbies: cooks Chinese food, studies Chinese, does word puzzles, goes hiking.

·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer.

Listen, match and say

·Be able to listen and match, then make communication.

▶Teaching Priorities

·Be able to understand and master the key words and sentence structures of this period.

·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer..

▶Teaching Difficulties

·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she doesn’t.” to ask and answer skillfully.

▶Teaching Procedures

Teaching Stages	Teacher’ s Activities	Students Activities	Teaching Purposes
Warm-up & Revision & Lead-in	1. Greetings. Divide students into several groups.	1. Greet the teacher. Acquire the evaluation rules of group work.	Use the vivid pictures and the cheerful song to review the vocabulary and the phrases they learned last class quickly. Lay the foundation of language expression for the following learning.
	2. A quick review. Present the pictures of different hobbies.	2. Review the words and the expressions they learned last class.
	3. Enjoy a song—My new pen pal.	3. Enjoy and sing the song.
	4. Lead-in. Present the pictures. Talk with students about Zhang Peng’s pen pal Peter.	Talk about Zhang Peng’s pen pal Peter with the teacher.	Lead students to have a preliminary experience of the general questions in the simple present tense through the conversation.
Presentation	1. Learn the phrase “studies Chinese” and the key sentence structures. (1) Present the video of “Let’s learn” and ask students to think about two questions before watching. (2) Teach the new phrase. (3) Teach the key sentence structures.	(1) Think about the questions and then watch the short video of “Let’s learn”. (2) Learn the new phrase. (3) Learn the key sentence structures and practice in pairs.	Extend students’ expressions through Chinese food, traditional festivals, Han Fu, Peking Opera and other cultural forms full of Chinese elements which foreigners are greatly interested in. Lead them to introduce and spread Chinese culture to their pen pals.
	2. Learn the phrase “cooks Chinese food”. Talk with students. Teach the phrase.	Talk with the teacher. Brainstorm the elements that foreigners like about China. Learn the phrase.
	3. Learn the phrase “does word puzzles”. Present the pictures and teach the phrase.	Learn the new phrase. Pay attention to the third singular form of verbs.
	4. Learn the phrase “goes hiking”. Teach the phrase.	Learn and read the phrase. Talk about what outdoor activities foreigners often join in in China.

 

（续表）

Teaching Stages	Teacher’ s Activities	Students’ Activities	Teaching Purposes
Practice	1. Play a game: What’s missing? Present the pictures and the phrases of some activities and then make a model.	(1) Read the phrases together. (2) Some students read the verb phrases and the other students say the phrases in the third person. (3) Say the missing picture.	Create different forms of activities to let students practice the key words and phrases of this lesson. Maintain students’ interest and passion in learning.
	2. Ask and answer. Present the pictures. Lead students to talk about the pictures.	(1)   Practice the key phrases and the key sentence structures with the teacher. (2) Work in groups. (3) Work in boys and girls.
Consolidation & Extension	1. “Listen, match and say.” (1)Present the pictures and play the recording. Let students listen and match. Check the answers. (2)Present the listening material. (3)Help students learn the simple present tense and the relevant time adverbials. (4)Let students play a game.	(1) Look at the pictures. Listen and match. Then check the answers. (2) Read the listening material, learn the word “characters” and read the sentences together. (3) Learn the simple present tense and the relevant time adverbials. (4) Play a memory game.	Test students’ mastery of the key words and the phrases through the listening and matching exercises. Get them to know the simple present tense and its commonly used adverbials. Through the memory game, consolidate students’ language ability of rewriting general questions to ask and answer.
	2. Summary. Make a brief summary according to the blackboard design.	Have an overview of the class according to the blackboard design.
Homework	1. Recite the phrases in “Let’s learn”. 2. Practice the key sentence structures. 3. Do the exercises.

 

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