教科EEC版六年级下册Unit4 We Usually Eat Pizza on Sundays-Class 1 Textbook p.34-ppt课件-(含教案)--(编号：203b1).zip

英语教研活动英语教研活动 评课评课 Unit 4 We Usually Eat Pizza on Sundays. Unit 4 We Usually Eat Pizza on Sundays Period 1 张莹张莹 EEC六年级下册六年级下册 forty for short all fall ball tall ar quter Look and read! a quarter = fifteen 一刻钟一刻钟 a quarterIts past one. past 过过 to one.Its a quarter to 差差 冀丽昆：教师在设计这节课中冀丽昆：教师在设计这节课中, ,充分注意到充分注意到 学中用学中用, ,用中学用中学, ,学用结合学用结合 的教学要求的教学要求. .让让 学生准备了钟表的道具。从导入环节开始学生准备了钟表的道具。从导入环节开始 就切合生活，并且用已学过的单词引出新就切合生活，并且用已学过的单词引出新 单词。兴趣是学习的动力单词。兴趣是学习的动力. .学习的最好刺激学习的最好刺激 力量仍是对所学材料的兴趣力量仍是对所学材料的兴趣. .因此教师在教因此教师在教 学过程中很重视学生的动手能力学过程中很重视学生的动手能力, ,吸引学生吸引学生 注意力注意力. . 石立利：教师在讲授时间的时候，为了阐述石立利：教师在讲授时间的时候，为了阐述 清楚清楚p pastast和和toto的区别用法，举了两个例子的区别用法，举了两个例子 清晰易辩。也很清楚地呈现了清晰易辩。也很清楚地呈现了q quarteruarter和和 fifteenfifteen的用法。使很繁琐的表达简单地呈的用法。使很繁琐的表达简单地呈 现出来，突破了难点。现出来，突破了难点。 for forty short all fall ball tall quarter Read and find! already 已经已经 or/all/ar/al /:/ walk talk also It s already a quarter past one. 柳丹：根据学生已学的和新学的单词，总结出柳丹：根据学生已学的和新学的单词，总结出 共同发音，并且引出新的单词共同发音，并且引出新的单词alreadyalready, ,易于易于 学生掌握发音组合，活学活用。学生掌握发音组合，活学活用。 NAMESunMonTueWedThuFri Sat The warm sheep _ eats peaches for breakfast. always NAMESunMonTueWedThuFri Sat The beautiful sheep _ eats peaches for supper. usually often NAMESunMonTueWedThuFri Sat The lazy sheep _ eats peaches for lunch. sometimes NAMESunMonTueWedThuFri Sat The slow sheep _eats peaches for supper. never 席丽霞：教师从学生的兴趣出发，用卡通人物席丽霞：教师从学生的兴趣出发，用卡通人物 喜洋洋与灰太狼吃桃子，清晰地呈现出频度喜洋洋与灰太狼吃桃子，清晰地呈现出频度 副词的意思。激发了学生兴趣。副词的意思。激发了学生兴趣。 Think and Say 想一想，说一说想一想，说一说 3029282726 25242322212019 18171615141312 111098765 4321 SatFriThuWedTueMonSun (never,sometimes,usually) _eats sheep for breakfast on _. Thursdays. usually 3029282726 25242322212019 18171615141312 111098765 4321 SatFriThuWedTueMonSun (never,sometimes,usually) _eats sheep for breakfast Fridays sometime son _. 3029282726 25242322212019 18171615141312 111098765 4321 SatFriThuWedTueMonSun never_ eats sheep for breakfast Mondays (never,sometimes,usually) on _. B:I usually eat(drink) bread for breakfast/lunch/supper/dessert. A:What do you usually eat for breakfast/lunch/supper/dessert? pizza dumplings(饺子饺子) steamed bun(馒头馒头) cake rice apples pancakes bread hamburgers noodles(面条面条) soup(汤汤) porridge(稀粥稀粥) juice milk vegetables(蔬菜蔬菜) meat(肉肉) chicken peaches Work in pairs 王媛媛：教师在练习频度副词时，用喜洋王媛媛：教师在练习频度副词时，用喜洋 洋的例子过度到生活中的场景。创设情洋的例子过度到生活中的场景。创设情 景，让学到的知识融入学生的生活中。景，让学到的知识融入学生的生活中。 同时也拓展了单词量。同时也拓展了单词量。 Make a dialogue in pairs! Make a Dialogue in pairs A: Its already _. B: Its time for _. A: Do you want _ for _ (breakfast / dinner /supper/dessert) ? B: Yes. We usually eat (drink) _on Sundays. ( No .We never eat/drink _ on Sunday. a quarter to twelve lunch pizza pizza pizza lunch 陈小雨：练习对话的环节，教师将学习内 容整合到一个大对话中，起到了融会贯 通的作用。 Listen and Read (on p36) I cant hear the TV. the volumeturn up turn down The TV is too loud. 冀丽昆：教师将两个新单词短语冀丽昆：教师将两个新单词短语 放到听力和朗读里面，在听之前放到听力和朗读里面，在听之前 给学生抛出问题，根据上下文的给学生抛出问题，根据上下文的 意思来猜新单词短语的大概意思意思来猜新单词短语的大概意思 。让学生学会阅读技巧。让学生学会阅读技巧。 张莹：张莹：根据孩子们的年龄根据孩子们的年龄 特点在课堂上擅于运用道具特点在课堂上擅于运用道具 教学教学. .教时间时教时间时, ,要求学生眼要求学生眼 , ,手手, ,口口, ,脑同时起作用脑同时起作用, ,并要并要 求学生由单词学音标，由短求学生由单词学音标，由短 语到句子慢慢过渡语到句子慢慢过渡, , 每教一每教一 个单词个单词, ,要求学生边读边写要求学生边读边写 有意识地把单词的形象输入有意识地把单词的形象输入 脑子里去脑子里去, ,再把单词放在卡再把单词放在卡 通情景中通情景中, ,用学生喜欢的情用学生喜欢的情 景来学习频度副词景来学习频度副词, ,效果更效果更 好好. .通过图片通过图片, ,实物和情景实物和情景, , 配上录音来教课文和对话配上录音来教课文和对话, , 再让学生进行交际练习再让学生进行交际练习, ,他他 们掌握得特别快们掌握得特别快. .然后指导然后指导 学生阅读课文学生阅读课文, ,找出新单词找出新单词 并猜出意思并猜出意思, ,培养学生的阅培养学生的阅 读能力和技巧。读能力和技巧。 教案教案 练习题练习题 英语教研活动记录英语教研活动记录-蒙古营小学蒙古营小学 201 7.37 教研活动记录（1）：英语教研活动评课 Unit 4 We Usually Eat Pizza on Sundays. -3月 教研活动记录（2）：聚焦课堂求高效，骨干引领促发展-9月 教研活动记录（3）：英语教研活动评课 Unit 3 Im Getting Dressed Now.-10月 教研活动（4）：桥西区小学英语学片教研活动-10月 教研活动记录（5）：桥西蒙古营小学崇礼区高家营小学教学研讨-12月 1 EEC 六年级下册六年级下册 Unit 4 : We Usually Eat Pizza on Sundays 1、本单元设计意图：通过学生间相互沟通、交流，以学习表达频率，能听懂并学习问 答地址及电话号码，并能在适当的情景中运用。从而了解英语国家有关地址、电话号码等表 达方式，培养学生对异国文化的兴趣。 2、本单元学习目标：巩固学习时间表达法，学生能用已经学过的数词，表达时间，能 从听、说、读、写四个方面对时间进行问答，并对已学内容有效延伸。（即学会：a quarter,Its already +time (to,past)知识点） 语言技能目标：通过教师创设情境，学生在情境中学习语言，能准确的问答电话号码， 能运用所学语言在真实场景中进行问答对话，使学生能运用所学语言进行交际。 情感态度目标：激发学生学习的主动性，培养学生学习英语的兴趣，培养学生参与合作 的意识，通过学习和交流， 提高学生的实际生活能力。通过创设情境，促进学生对西方国 家的了解。 学习策略目标：课上通过小组合作，师生互动、游戏操练等形式，让学生完成听、说、 读、写的技能训练。使学生能够灵活运用本课对话、培养学生实践、创新和自主探究学习的 能力，并提高学生语言的实际运用能力。 3、学情分析 （由执教者填写） 4、单元具体设计 根据课时安排我把本单元分 3 课时来完成教学。 The first period P34, P36,P40A The second period P35,P37 The third period 复习第 4 单元 音标： v : P38,P39,P41,P42,43 Unit 4 : How about a Pizza? Period 1 一、Teaching Objectives: 1. Knowledge objective: Four-skill words: turn up down , a quarter sometimes，hear (listen to) , on +Sunday , Its already 2 +time ( to , past) Three-skill words: usually ,never, loud, dessert Key structures：How about ? 2. Ability objective: By the end of the lesson, the students should be able to: 1. Use the word “a quarter” and the structure “Its already +time ( to , past)” to ask and answer the questions about time. 2. Use the words “a quarter, sometimes, on +Sunday” both in speaking and writing; 3. Use words like “usually, never” to say sentences in English. 4. Scan the dialogue. 3. Focus of the lesson: 1. Understanding the dialogue as a whole; 2. Role playing the dialogue with the right pronunciation, intonation and sentence stress. Its already +time(to,past) I/We usually/sometimes/never eat on Sunday. 4.Predicted area of difficulty: 1. Ask and answer questions about time; 2. Students can say the sentences with the words “sometimes, usually, never”. 二、Teaching methods: Task-based teaching approach, TPR, 三、Teaching aids: CAI tape 四、Teaching Procedures： Step I : Greeting StepII: Warming up and revision. T:1.To review the numbers from 1to 60.(采取全班同学轮流报数复习) 设计意图：利用全班同学轮流报数来复习数字，不仅能锻炼学生反应力还能为后面的时间表 达做铺垫。使学生在紧张而愉悦状态下展开学习。 StepII: Presentation I 1.(ppt)T:Look at the ppt.Lets look and read. Then show some words:forty-short ; all-four- ball-tall , ar-quar-quarter a quarter= fifteen 一刻钟 (write on the BB) Ss read it one by one. Focus on the new word “quarter” and the pronunciation of “ar” :. Let volunteers give some old words with “:” . 2.(ppt) T: What time is it?Ss:Its one fiffteen. We can also say”Its a quarter past one. Learn to read the sentence (write on the BB) (ppt) T: What time is it? Ss: Its twelve forty-five. We can also say:“Its a quarter to one.” Learn to read the sentence (write on the BB) （教授另种表达 a quarter past/ a quarter to）给学生讲清楚 past 和 to 的用法。 设计意图：鼓励学生用两种方式表述时间，通过所学新词的发音，将旧知和新知相联系， 培养学生的发散思维。 3.(ppt)T:Lets read and find. Then show some words:fortyshort; allfallballtall; quarter; 3 walktalkalso- already Ss learn and read “already” (write on theBB) 4.(ppt) T: Lets some times with”past/to” 7:15 12:15 6:15 6:45 4:55 10:05 6:50 7:05 5.(ppt)T:What time is it?Ss: Its seven thirty. T: We can also say Its half past six. Ss learn and read it.(write on the BB) 6. Ss say times with “half”. 2;30 5:30: 7:30 9:30 7.T: Lets PK in two groups. (分两组比赛练习说时间) StepII: Presentation II T: I usually eat bread for breakfast.What do you usually eat for breakfast? S1; I usually. (ppt)T: Less look at ppt, what does usually sheep eat for breakfast? (ppt) Show four charts and Ss learn words: usually/always/ sometimes/never (通过出示暖羊羊，美羊羊，慢羊羊，懒洋洋吃桃的表格来学习 4 个频度副词) (ppt) Look and say.Show three pictures to learn “XXX usually eats sheep for breakfast on Sundays. (通过出示灰太狼一家的“吃羊”图表进一步学习上面的句型。) Step IV: Practice (ppt) Work in pairs.:A: What do you usually eat/drink for breakfast/lunch/supper/dessert? B: I usually eat/drink bread for breakfast/lunch/supper/dessert? StepV: Consolidation. 1. (ppt)Make a dialogue in pairs. 2. Play the tape(p34). Ss listen and answer the questions. 1)I cant hear the TV. Please _ the _. 2)The TV is too loud. Please _ the _. 3)What does Qiaoqiao want for lunch ? 3. Listen and read the text. 4. Exercise. (ppt) StepVI: Homework. 由执教者本人填写 五、Blackboard design 由执教者本人填写 4 六、Teaching reflection Unit 4 : How about a Pizza? Period 2 一、Teaching Objectives: 1. Knowledge objective: Four-skill words: order , address , phone number Three-skill words: loud sunshine Key sentences： （1） Whats your number? ( 2 ) Could you tell me ? How can I help you？Id like to order 2. Ability objective: By the end of the lesson, the students should be able to: 1). Scan the dialogue and make conversations; 2.) Use the words “order, address, phone number” both in listening, speaking and writing; 3.)Use structures “How can I help you？Id like to orderWhats your number? Could you tell me ” to make dialogues in English. 3. Focus of the lesson: 1). Understanding the dialogue as a whole; 2). Role playing the dialogue with the right pronunciation, intonation and sentence stress. a. How can I help you ? Id like to order a pizza. b. Could you tell me your address? 1325 Maple Avenue. c. Whats your phone number,please？ 345-9076. 4.Predicted area of difficulty: 1. Students can ask and answer what they want to eat. 2. Students can ask the address and the phone number in each other. 二、二、Teaching methods: TPR, Situational language teaching , 三、三、Teaching aids: pictures, CAI, 四、Teaching Procedures： Step I.Greetings and Revision. 1. Free talk. What time is it? Its already a quarter to twelve. What do you want for lunch? How about a pizza? 2. (ppt) Review some food , read the food names together. (rice, noodles, pizza, hamburgers, sandwiches, hotdog, French fries, ice-cream) 设计意图：Free talk 复习巩固上节课所学的重点句型，复习食物名称，是为新课学习做铺 垫。 StepII: Presentation 5 1.（ppt）OK. lets go to the snack bar now.T：Id like to order a hot dog, a pizza and an ice cream. 2.(ppt)Then show the word: order, or says: : let students read it one by one. And show the sentence: Id like to order a pizza, please. Let students read it. Then make sentences. S1: Id like to order a pizza, please. S2: Id like to order a hot dog and a sandwich, please. S3: Id like to order a hamburger and soup, please. T plays the clerk. Then choose one student to order food. T: Can I help you? S1: I d like to order a sandwich. T: Here you are. S1: Thank you. 3.T: How can I help you ? S2: I want a hot dog. (ppt) Can I help you?= How can I help you ?=What can I do for you? 5. Choose a student to be the clerk. S3: How can I help you? T: Id like to order a hot dog, a pizza and an ice-cream, please. S3: Here you are. T: Thank you 5.(ppt) Then show a dialogue: Let students make the dialogue in pairs（采取两人合作方式） A: How can I help you?/Can I help you?/What can I do for you? B: Id like to order _, please. A: Here you are. B: Thank you. 设计意图：通过情景教学，使学生在角色扮演中轻松学习如何用英语表达自己订餐的愿望。 7（ppt）Show a phone. let students read it one by one T: If you dont want to go to the restaurant ,you can call the restaurant. (ppt)T: Show “phone number”.Ss read it. My phone number is 139 xxxx xxxx. Whats your phone number? S1:Then, make a dialogue like this.(两人合作) 8.(ppt)T: Whats your phone number? We can also say “Could you tell me your phone number?” 点出一组同义句(板书) Then, let students work in pairs. A: Could you tell me your phone number? B: My phone number is _. Whats your phone number, please? A: My phone number is _. 设计意图：通过观看视频自己发现电话号码的数字表达法，来渗透如何询问他人的电话号码。 达到自我发现，自我学习的目的。 9.（ppt）Show a place. T: Which place is it? Please guess. Its 1325 Zhongshan Road . Its my address. Show the words: address, Maple avenue, let students read the words one by one. (ppt) Then show some addresses. T: Can you say these addresses ? 6 Let students say the address: 164 Zhongshan Road, 189 Jianguo Avenue, 61 Guangzhong Street 1089 Sunshine Street, 87Chuanyao Street 3267 Palm Street 10.T: My address is 5012 Xinhua Street. Whats your address, please? S1: My address is . Note: 汉语地址的书写是从大地方到小地方，英语地址的书写是从小地方到大地方。 T: Whats your address? We can also say “Could you tell me your address?” 点出一组同义句(板 书) Then, let students work in pairs. A: Could you tell me your address? B: My address is _. Whats your addresses, please? A: My address is _. 11. (ppt)Show the dialogue: Let students make the dialogue in pairs. A: How can I help you? B: Id like to order a hotdog, a pizza and an ice-cream, please. A:Whats your address,please? / Could you tell me your address? B: My address is . A: Whats your phone number,please? / Could you tell me your number? B: My phone number is . A: OK. See you later. B: Thank you. See you. 12. (ppt)Listen to the tape and read after it .(P50) StepIII: Practice Look at page 51,completeC.(四人小组合作完成) 设计意图：小组合作练习所学新句型，使不同层次的学生能力均得以发展。 StepIV: Consolidation 1. 1.Play the tape. Listen the text on P52. 2. Could you tell me your address?同义句_？ 3. Whats your name?同义句_? 4. Do exercise on Page 53 . StepV: Exercise. 由执教者本人填写 (ppt) StepVI: Homework. 由执教者本人填写 7 五、Blackboard design 由执教者本人填写 六、Teaching reflection 由执教者本人填写