1、Unit1 May I Speak to Kitty 第2课时教学设计【内容来源】陕旅教育出版社六年级下册 Unit1【主 题】Lets talk, Lets play, Lets chant【课 时】第2课时一、教学目标1. 能听懂并理解Lets talk局部的对话内容。2. 能流畅地朗读对话，并能在日常生活中模仿使用以下的根本 用语：(1) Hello, may I speak to .?Sorry, . is out. This is . speaking. Can I take a message?Sure.(2) Hello! Is that . ?Yes. This is . sp
2、eaking. Who is that?3. 能熟练地说唱Lets chant局部的歌谣。二、教学准备1. 教师准备本单元的词汇教学卡片。2. 教师准备Lets talk局部的教学挂图。3. 教师准备Lets talk和Lets chant局部教学音频。4. 教师准备电脑、 等实物。5. 教师准备一些写有表示日常活动的动词短语的纸条，如：plant trees, see a film, go shopping 等。三、教学方法建议课程导入(Leading In)(1)课前问答T: Hello, everyone! Nice to see you again.Ss: Nice to see yo
3、u, too.T: Look! Whats this in English?Ss: Mobile phone!T: Yes, it is. Now, let me have a check. Look at me and read out the phrases according to my actions.教师拿出自己的 和电脑做不同的事情，让学生来猜说。在猜说完上一节课时所学的所有词汇后，再让学生看词卡，集体把这些词汇复读一遍。(2)新课导入教师可以从mobile phone切入，进行以下对话：T: Do you want to have a mobile phone?Ss: Yes,
4、I do.T: Perhaps you can make a wish. And then wait for your mobile phone. But, Kitty got her mobile phone this morning. Do you want to know more about it?Ss: Yes.T: OK! Now, listen to a dialogue。课程展示活动和过程的设计建议(presentation)(1)新课展示Part A: Lets talk1. 教师提出问题，并播放Lets talk局部对话录音的前半局部，让学生带着问题感知对话内容：What
5、are they doing?Who are speaking?为了让学生更直观地了解对话，教师可在播放录音之前先用 播放一段铃声。这样， 铃声一响，学生们就可以明白这是一段 录音。听完一遍录音后，教师可选出几名学生试着答复上面的两个问题，看学生是否弄清楚了打 双方分别是Liu Zhaoyang和Cathy。并能答出：They are making a phone call.或They are talking on the phone.2. 教师再次播放此段录音，帮助学生理解对话内容。(1) 理解 用语May I speak to .? & This is .T: When you want
6、to speak to someone on the phone, you can ask, “MayI speak to .? When you answer a phone in English, you must say “This is .You cannot say “I am . on the phone.(教师做出打 的样子) For example, “Hello! This is Mr. Zhao. May I speak to Kevin?板书句型：May I speak to . ?This is .让学生两人一组练习接通电活的用语：A: Hello, this is A
7、. May I speak to B?B: Hello, this is B.(2) 理解 用语Sorry, B is out. Can I take a message? Could you please ask . to call me?T: When someone isnt here near the phone. You can answer the call like this, “Sorry, he / she is out. Can I take a message?When you want him / her to call you later, you can say,
8、“Could you please ask him / her to call me?教学小贴士Could you please . ?用来表示“请求别人做某事。可以理解为“请你好吗？ 语气比拟委婉。对方听起来会显得更加客气，含有尊敬的意味。再让学生两人一组练一练这样打 的情景：A: Hello, this is A. May I speak to B?C: Sorry, B is out. This is C. Can I take a message?A: Could you please ask B to call me?C: OK.(3)板书句子：Ill。sb. will do sth
9、. when .这样的句子用来表达“在某时某人会做某事。该句型只要学生理解、会用就行，不必介绍太深的语法。这是一个复合句，when引导的是时间状语从句，如：Ill do some housework when I go home.The teacher will help us when we have difficulties.3. 教师播放Lets talk局部对话及录音的后半局部。(1)让学生听录音，那解 用语Is that. ? & Who is that?T: On the phone, if you want to know who is speaking to you, you
10、can ask Is that .? or“Who is that? . You cant say“Are you . ? or “Who are you? For example, “Hello! Who is that? Is that . (speaking)?教师做出打 的样子，提到班里谁的名字时就让该生作出一定反响。如：Yes, this is . (speaking)或No, this is .板书句型：Is that.?/ Who is that?教学小贴士英语的 用语同中文的有很大的不同，如：May I speak to .? 相当于中文的：请找一下X X X。或我找X X X
11、。而我是X X X。用英文表达那么是This is.。另外，当需要询问对方是谁时，要这样问：Who is that?/ Is that .? 答复那么是：This is ./ Yes / No, this is .让学生两人一组试假设练一练：A: Hello, this is A. May I speak to B?B: This is B (speaking). Who is that? / Is that.?A: This is . / Yes. This is . (speaking).(2) 教师再次播放该局部录音，帮助学生理解对话内容，弄清楚对话大概提到了什么事情。如：可以检查学生听
12、完一遍有没有抓住went shopping, bought me a mobile phone, play games on it等谈话信息。进行此环节时，教师可提问并让学生试着答复下列问题：who went shopping this morning? Who had a mobile phone? What will Kitty use it to do?教学小贴士比照两个结构：buy sb. sth. / buy sth. to sb.教师可以告诉学生：这两个结构的意思是相同的，只是表达的方式或说法不同而已。类似的表达还有我们以前学习过的give sb. sth. / give sth.
13、 to sb.以及pass sb. sth. / pass sth. to sb.(2)稳固活动1. 教师播放Lets talk局部的完整录音，让学生各自小声跟读并勾画出打 时的根本用语。2. 小组活动，分角色进行对话朗读练习。3. 小组展示。学生分角色朗读、展示对话，其他学生进行评价。教师给予必要的语音、语调、语气等方面的指导，以鼓励表扬为主。操练活动的设计与实施建议(Practice Activities)(1)Part B Lets playPair work：模仿Alice和Colin 里的对话，进行创编对话练习。1. 教师快速展示所准备的写有一些表示日常活动的动词短语的纸条，通过师生
14、问答，尽量多地复习一些动词短语。T: Hi, A! What will you do tomorrow?A: Ill plant trees.T: What about you, B?B: Ill see a film.2. 复习之后，让学生两两一组，选择不同的动词短语创编一段通过 进行的会话3. 学生自主练习后，请几组学生进行展示表演。4. 教师注意引导全班学生参予并及时评价。如在看完A和B的 会话之后，与全班学生问答：T: What will Ado tomorrow?Ss: He / She will.T: What about B?Ss: He/She will .(2)Part B
15、Lets chant1. 让学生听录音，感知整个内容情景，感知节奏。2. 让学生分两局部听录音，进一步了解内容。教师可提问：Who are talking on the phone?What does Bob ask John to do?Who are talking on the phone now?What does Tina ask Sue to do?3. 引领学生看课本，并听录音中的读词局部，让学生试读歌谣。4. 再听录音，让学生跟随节奏读歌谣。【板书设计】Unit3 Whos That Man 第3课时教学设计【内容来源】陕旅教育出版社六年级下册 Unit3【主 题】Lets l
16、earn more, Choose and talk【课 时】第3课时一、教学目标1. 能听懂并理解Lets learn more局部的内容，培养学生积极、乐观的人生观。2. 能较为流利地朗读课文内容。3. 能在一定的提示下复述课文。4. 能简短地仿写一篇英文人物传记。二、教学准备1. 教师准备：(1) Lets learn more局部的PPT教学课件。(2) 教师准备Lets learn more局部的教学音频。2. 学生准备：各自偶像的照片。三、教学方法建议课程导入(Leading In)(1)课前热身活动：交流“我的偶像(My idol)T: I like a man / woman
17、very much. Im his / her fan. He / She is my idol. Do you want to know his / her name? You can ask me some questions and guess who he / she is.S1: What is that man / woman?What does he / she do?T: He / She is a .S2: Is he / she .? / Whos that man / woman?鼓励学生运用学过的句型尽量多地提出问题，并通过答语来猜想教师所说的偶像是谁，教师在教学中也要
18、注意尽可能多地使用学生已经学过或本节课将要出现的语言知识，为学生后期的语言输入做好铺垫。学生可以出示自己偶像的图片，运用上节课所学对话模式交流“我的偶像。教师到小组中进行聆听或指导。(2)新课导人1. Part B Choose and talk(1) 课件出示Jackie Chan, Yao Ming, Yuan Longping和Han Hong的照片，请喜欢他们的学生用自己的语言进行介绍，其他学生进行补充。(2) 让学生根据介绍快速选择相应的文字简介。参考答案：a, c, d, b。(3) 将每组选项里的句子打乱，让学生选择归类后，再次四人一组以抽签或自选的方式介绍这几个人物。2. 谈话
19、导人：Boys and girls, your idols are actors, singers or scientists, but do you know this young man? In this class we will get to know him. He is great. Maybe he will be your idol. Please look at his picture. He is Liu Wei.课程展示活动和过程的设计建议(presentation)(1)新课展示Part B Lets learn more1. 播放本局部教学视频，让学生初步感知课文大意
20、，了解刘伟的事迹。2. 听录音，阅读课文，理解全文。(1) 让学生看课本，阅读本局部的短文，并再次播放教学视频。教师注意在课件中用不同颜色或加括号的方式标注出动词过去式。本课 词变化较直观，不需要特别讲解。(2) 要求学生按照时间的顺序在书上画出刘伟的成长经历。请学生复述，并进行师生、生生间的补充、纠正和评价。(3) 分组讨论：根据课文内容，答复下列问题。问题可参考如下： What did Liu Wei want to be?What happened to him at the age of nine?What did he learn when he lost his arms?What
21、 did he do in 2006?(这几个问题比拟直观，可以更好地帮助学生了解刘伟的成长经历，理解课文大意)How long did he play the piano in a day?(此问题的目的在于引导学生体会刘伟的坚毅和执着)What do you think of him?(学生在寻求、探讨答案的同时，也可以从他们个人的角度看待刘伟的成功、伟大以及他自强不息的优良品质)(4) 教师随机抽取学生答复上一环节的问题，并有针对性地进行讲解。a. He had to do everything with his feet.教师可采用举例、应用的方式帮助学生理解have to do st
22、h.结构。如：Time is up. We have to stop here.Her mother is out. She has to cook the meal by herself.b. 用否认句的形式He 诠释句子He had to stop because it was bad for him.帮助学生理解句意。c. How difficult it was!用感慨句表达一种强烈的语气。He lost his arm. He played the piano with his feet. It was not easy. It was very difficult for him.
23、这种感慨句的结构为：How + adj. / adv. + sb. / sth. + v.鼓励学生运用，如：How fast he runs! How cold it is today!教学小贴士1. must“必须，多表示主观需要或有义务去做某事。have to“不得不，多表示客观存在的环境所限无奈而为。2. How引导的感慨句结构为：How +形容同或副词+主语+谓语!如：How tall he is!What引导的感慨句结构为：What + (a / an) +形容词+主语(+谓语)!如：What a tall boy he is!(2)稳固活动1. 补充资料，升华主题。为学生补充刘伟的
24、成长经历视频，用英语进行旁白讲解，开展学生听的能力，也帮助学生更深入地理解课文、体会文章主旨，帮助学生树立积极、乐观的人生态度。教学小贴士他是游泳健将，他是无臂钢琴师。刘伟，用事实告诉人们，努力就有可能。今天的中国，还有什么励志故事能赶上刘伟的钢琴声！当一名职业足球运发动是刘伟的青春梦想。快10岁时的一次触电事故，让他失去了双臂。耽误了两年学业后，在家教的帮助下，刘伟开学考试取得班级前三名。14岁在全国残疾人游泳锦标赛上夺得两金一银。由于患上过敏性紫癜，必须停止训练。刘伟又走进了音乐世界，每天练习钢琴七八个小时。他曾登上了维也纳金色大厅和中闰达人秀的舞台演奏。他是当之无愧的生命强者。2. 反复
25、朗读，感知课文。可采取教师领读、听录音跟读、学生领读、分角色朗读、分组朗读等多种方式熟读课文。教师及时给予评价和指导。操练活动的设计与实施建议(Practice Activities)(1)Read again and try to retell the story活动：最正确小记者请学生以记者的口吻对刘伟的事迹进行报道，也就是复述，可以按照Lets learn more局部下方的四幅图片和文字的提示或时间顺序，讲述刘伟的主要事迹，并请学生为表现最好的学生投票，选出最正确小记者。教师可这样引导学生开始讲故事：Do you know Liu Wei? Let me tell you his story.(2)话题：组内交流自己不同时间段的梦想或经历。At the age of nine, I wanted to be .(3)仿写一篇人物传记。【板书设计】
