北京版六年级上册UNIT SIX WHAT IS HE WEARING -Lesson 19-教案、教学设计-县级公开课-(配套课件编号：f19bb).doc

1、北京版英语教材六年级上册北京版英语教材六年级上册 U Unitnit 6 6 WhatWhat isis hehe wearing?wearing? L Lessonesson 1919 课题课题U Unitnit SixSixLessonLesson 1919课课 时时 1 1课课 型型 新授新授总课总课 时时 教学目标：教学目标： 1独立阅读课文，获取相关信息，正确理解对话内容。 2通过学习对话，能够运用 “What is he wearing?” “He is wearing ?”等句型谈论服饰话题。 3. 通过创编对话，提高语言组织及表达能力。 4. 通过趣味阅读, 运用猜词策略，理解

2、文章大意。 5. 能听懂、会说、认读服饰名词：suit, tie, a denim skirt, jeans, a hoody, pajamas. 教学重点：教学重点： 1. 能正确朗读并理解对话内容。 2. 能用所学句型询问别人穿衣服的信息并做出相应的回答。 教学难点：教学难点： 1在语篇中猜测、理解单词：suit, tie, a denim skirt, jeans, a hoody, pajamas. 教学准备：教学准备： 教学课件、阅读材料等 教教学学过过程程 Step1 Warming up 1. Enjoy the clothing song together T: At the

3、beginning of the class, Lets listen to a song. You should listen carefully, and tell me some clothes words later. S: Ok. 2. Talk about clothes T: Can you tell me some words about clothes from the song? S: shirt, pants T: Well done. Lets read the words. S: shirt, coat, skirt, blouse, scarf, uniform,

4、bathrobe, a pair of shoes, a pair of pants, a pair of boots, a pair of mittens, a pair of pajamas T: Tell me more words about clothes S: . 3. Play a game: sharp eyes T: Lets play a game. When you see the word, you should say it quickly. S 迅速参与游戏 【设计意图】 通过欣赏英文歌曲和师生交流，调动学生英文思维，唤醒学生已有知识，为进 入本课学习做好准备；通过

5、词汇游戏，调动学生兴趣，复习学生所学过的单词，为学习新知 识打下基础。 Step2 Presentation 1. Talk about the theme pic T: Whats this? Ss: Its a T-shirt. T: Whats this? Ss: Its a pair of pants. T: What about this? Ss: Its a pair of shoes. T: Who is he? Ss: He is Mike. T: Where is he? Ss: He is T: Why is Mike standing there? Ss: . T: Re

6、ally? Lets watch the cartoon. 【设计意图】通过观察主题图，引导学生关注教材图片信息，激发对话学习兴趣。 2. Watch and listen, lead in T: Why is Mike standing there? Ss: Mike is waiting for his dads friend. T: Who is Mikes dads friend? (Present the picture) Now, take out your pencil. Read the dialoguesilentlyandunderline the answer. You

7、have one minute. （1 分钟倒计时） 【设计意图】 通过提问，让学生去猜测答案，激活学生语言。 3. Silent reading I S (speedreading) T: Who is Mikes fathers friend? Why? (Present the picture) Ss: The taller man. T: How do you know? Where can you find the answer in the text? Ss： T：Whats this? (present the picture of Mr. Brown) Ss: This is

8、a blue suit, a silver tie, a pair of black shoes. T: So we can say Ss: He is wearing a blue suit with a silver tie. He is also wearing a pair of black shoes. 【设计意图】 通过问题，引导学生进行速读，培养学生的阅读素养和自主学习的能力。通过 出示文本，让学生在文本中找寻答案，让学生学会阅读的方法。 4. Silent reading II T: What else do you know? Read the dialogue silent

9、ly and underline the answer. Ss: speedreading T: What else do you know? I will give you 2 minutes. Read it quickly and underline some key words. Ss: He is Mr. Brown. He is a lawyer. (图片 lawyer) T: Is your father a lawyer? What does your father do? Ss: . T: We know lawyer is often serious. Look at my

10、 face, am I serious? （教 师做 serious 的表情） Ss: Yes. T：Can you show me your serious face? Ss 做 serious 的表情 【设计意图】通过回答问题，理解对话细节，反馈学习效果；通过了解对话中 Mr. Brown 的 信息，构建板书，为之后的复述课文做准备。 Step3 Practice 1. Listen and repeat T: Now, lets listen and repeat. Ss: . 2. Read the dialogue T: Now, look at our tasks. You can

11、 read the dialogue fluently or you can act out the dialogue. Ss: 3. Group show 【设计意图】通过读对话和创编对话，培养学生的语言能力。 4. Retell the story T & Students: Mike is waiting for his fathers friend. He is Mr. Brown. He is the taller man. He is wearing a blue suit with a silver tie. He is also wearing a pair of black

12、shoes. He is a lawyer. He looks serious. You can talk it to your partner. Ss：(retell the story in pair.) 【设计意图】 通过复述故事，梳理课本内容，并带领学生进行线性思考。学习描述性语言， 为之后的写作输出环节做铺垫。 Step4 Fun reading (reading comprehension) T: That is amazing! So far, we have known quite a lot about Mikes fathers friend. I have some fu

13、nny stories for you. Shall we read them? Ss: Yes, Lets. T: Great! Read it silently and circle the words you dont know. Ss: (Read the passage silently and quickly.) T: Now, discuss in group and help each other. Ss: (check their answer.) T: Now, everybody move. You need to sit in number. Number Ones s

14、it together. Number Twos sit together Ss: (students sit in number and change their reading materials.) T: Great! Now, Lets check the answer. Who read story A? Ss: (put up their hands) T: Who can tell me the answer? Ss: T: Who is he/ she? How do you know? Which words you dont know?What doesmean? 【设计意

15、图】通过提出任务，引导学生有目的的进行阅读，掌握阅读的基本方法；通过小组 合作，引导同学互相合作互帮互助。通过小组互换阅读，能够在有效的时间内阅读更多的故 事，并能学会分享资源。针对学生的实际需求，教学生。 Step4 Summary T:You did a really good job today! So, what we learnt today? Ss: We talked about some clothes words, and we learnt the dialogue and read some stories. T: And also remember when we de

16、scribe one person. We can say his name, his job and his clothes. Who is she? What does he do? What is he wearing? 【设计意图】 带领学生回顾本课所讲的内容，引导学生进行复习；用思维导图的方式带领学 生回顾描述人物的方法，为下面活动进行铺垫。 Step6 Production 1. Think and prepare 2. Describe and guess 【设计意图】通过猜人环节，进行语言的输出，并检测学生是否掌握核心句型。 Step7 Homework Draw and describe one person you like. 【设计意图】进行文字的输出，培养学生的书写能力。 板板 书书 设设 计计 Unit6What is he wearing? Lesson 19 is waiting for Mr. Brown the taller man lawyer-serious is wearing a blue suit a silver tie a pair of black shoes