PEP四年级上册Unit 3My friends 第6课时6页

ThesixthperiodPartBReadandwrite&Let’scheck&Let’ssing内容分析本课是PEP小学英语四年级上册Unit3第六课时。本课时为复习练习课时。教学重点是锻炼学生能够听、说、认读本单元的核心词汇和句型，完成相关练习题，巩固本单元所学的知识点。课时目标知识与能力1.能够读懂四组句子并与图中的人物正确匹配。2.能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。3.通过看图，学会从图片信息中推测考查点，做到有意识地去听录音，听后完成排序任务。4.能够养成良好的听力习惯，以持续提高学生的听力水平。5.能够了解歌词意义并能够清晰准确地歌唱。过程与方法通过运用前面课时中所学的描述人物外貌特征及衣着打扮的词汇和句型开始课程，起到“温故”的作用,能够极大地激发学生的学习兴趣，让课堂氛围更加热烈，更有益于学生的英语学习。先让学生观察并讨论图片内容，再根据句子来选择正确的图片，培养阅读策略，检验学生是否能够正确认读并理解词汇及句型。通过让学生观察图片，发散他们的思维，建立与所学单词、句子的联系，检验学生能否认读、理解词汇与句型，并能运用这些知识进行合适的表达。情感态度价值观培养学生养成总结归纳知识点的学习习惯。教学重难点教学重点能够运用所学词汇和句型简单地描述一位熟悉的朋友或同学。教学难点理解“Whatishis/hername?”和“Whoishe/she？”的区别及联系。教学准备教学课件、课文视频、录音等。教学媒体选择多媒体，录音。教学活动小组PK教学过程,Step1:Warm-up&Revision1.Greetings.T:Goodmorning/afternoon,boysandgirls.Ss:Goodmorning/afternoon,Mr/Miss/Mrs…T:Howareyoutoday?Ss:…2.Revision.(1)Freetalk.T:Whoistallandstronginourclass?Ss:…T:Whohasbrownshoesinourclass?Ss:……(2)Fillintheblanks.PresentthewordsofthisunitonthePPT.Askstudentstocompletetheexerciseasrequired.Step2:PresentationReadandwrite（1）Pre-reading.①Playagame—“Createasupermodel”.Drawtheoutlineofapersonontheblackboard.Askstudentstodesignhis/herappearanceandclothes.Leteachstudentsayonesentence.Drawtheoutlineaccordingtostudents’descriptionsuntilasupermodeliscreated.Askstudentstolookatthepictureagain.Letthemtrytomakedescriptivesentencesintoashortparagraph.②Guess:Whoismybestfriend?Asksomestudentstouseacompleteparagraphtointroducetheirgoodfriend’sappearanceanddress.Asktheotherstudentstoguesswhohe/sheis.Reviewandconsolidatethekeysentenceslearnedinthisunit.(2)While-reading.①Showthepictureandfourgroupsofsentencesof“Readandmatch”onthePPT.（出示课件）Letstudentsobservethepicture,underlinethekeywordsandphrasesandtalkaboutitinclass.T:Lookatthesechildren,boysandgirls.Whoarethey?Ss:They’reBen,James,AnnandKate.Writedownthenamesontheblackboardandreadthematthesametime.,T:Ben,pen—Ben,e/e/.James,name—James,a-e/eɪ/.Ann,ant—Ann,a/æ/.Kate,cake—Kate,a-e/eɪ/.Ss:…(Readaftertheteacher.)T:CanyoutalksomethingaboutJames?S1:…T:WhocantalkaboutBen？…②Completetheactivityof“Readandmatch”.Askfourstudentstoreadthefourgroupsofsentencesinturn.Theotherstudentsjudgebywhattheyhear.Thenchecktheanswerstogetherbylettingstudentsaskandanswer.Answers：1—James;2—Ann;3—Kate;4—BenS1:Hehasshorthair.Hehasabiggreenbag.Whatishisname?S2:HisnameisJames.S3:Shehaslonghair.Shehasorangeshoes.Whatishername?S4:HernameisAnn.Writedownthesentencestructures“He/Shehas…”“—What’shis/hername?—His/Hernameis…”ontheblackboard.S5:Sheistall.Sheisfriendly.Shehasabluehat.Whoisshe?S6:SheisKate.S7:Heisshortandthin.Hehasglasses.Heisnearthewindow.Whoishe?S8:HeisBen.Writedownthesentencestructures“—Whoishe/she?—He/Sheis…”ontheblackboard.Leadstudentstounderstandthedifferencebetween“Whatishis/hername?”and“Whoishe/she？”T:Whatishis/hername?Wecanonlyanswerthenamehere.Whoishe/she?Wecananswerthename,thejobortherelationshipwiththespeakerhere.③Listenandrepeat.Askandanswerinpairs.Onesaysthenameofthecharacterinthepicture.Theotherquicklyretellsthecharacter’sdescriptivetext.Thenexchangetocompletetheexercise.Forexample:S1:Kate.S2:Sheistall.Sheisfriendly.Shehasabluehat.（3）Post-reading.①Observeandread.Presentthethreepictures,thewordsandthephrases.（课件出示：教材P29Look,chooseandwrite部分的文本与图片）Askstudentstoobservethepicturesandreadthewordsandthephrases.②Givelanguagesupport,andtalkwithstudents.,T:(Pointtothetallman.)Lookatthisman.Heis…and…（Describewithbodylanguage.）Ss:Heistallandthin.T:Whoisthisoldman?HeisSantaClaus.Whatdoeshehave?Ss:Hehasaredbag.T:Yes,therearemanygiftsintheredbag.Hehasaredhat,too.Butthereisno“hat”inthesquareframe.Soweshouldfill“bag”intheblank.Doesthisgirlhavelonghairorshorthair?Ss:Shehaslonghair.T:Great!Pleasechoosethecorrectwordsorphrasestofillintheblanks.③Remindstudentstowritethewordsorphrasescorrectly.Commentonthecompletionofstudents.Correctwritingerrorsintime.Thenchecktheanswerstogether.Answers:1.tall;thin2.bag3.longhairAskthreestudentstoreadthesentencesinturn.④Letstudentswriteafewsentencestheyhavelearnedinthisunittointroduceaclassmate.Next,letsomestudentsreadthesentencestheyhavewritten.Theotherstudentsguesswhichstudentsthey’redescribing.Commentonthecompletionofstudents.Correctwritingerrorsintime.Step3:PracticeLet’scheck.(1)Listenandnumber.Showthepicturesof“Listenandnumber”onthePPT.（出示课件）Letstudentstalkaboutthenames,characteristicsandotherfeaturesofthecharactersinthepictures.S1:Sheisagirl.Shehaslonghairandorangesshoes.S2:Heisaboy.Hehasshorthair.S3:Heisaboy.Hehaslonghair.Hehasbrownshoes.S4:Heisaboy.Heistallandstrong.Hehasglasses.Playtherecording.Remindstudentstograspthekeyinformationandcompletetheexerciseof“Listenandnumber”.（出示课件）Playtherecordingagaintohelpstudentschecktheanswers.（出示课件）Answers:2-3-1-4（2）Lookandmatch.Showthepicturesof“Lookandmatch”onthePPT.（出示课件）Letstudentsobservethepictures，andthendescribethecharacteristicsofthecharactersinthepictureswiththesentencestructures“He/Sheis…”“He/Shehas…”T:Lookatthisgirlinthefirstpicture.What’sshelike?Ss:Shehasshortblackhair.Sheisquiet.T:Good.Whataboutthisgirlinthesecondpicture?Whatdoyouthinkabouther?,…ShowthewordsandthephrasesonthePPT.（出示课件）Letstudentsreadthem,andchoosetherightpicturestomatch.Remindstudentsthatthereismorethanonewordorphrasethatcanmatchthesamepicture.Checktheanswers.Answers:图1:quiet图2:longblackhair;glasses/friendly图3:tallandstrong;blueshoes;shortbrownhair图4:shortandthinStep4:Consolidation&Extension1.Let’sact.Askstudentstoactoutthewords“tall,short,fat,thin,quiet…”2.Listenanddo.Giveorderssuchas:Clapyourhands.Stampyourfeet.Waveyourarms.Shakeyourbody…Studentsdoactionsaccordingtotheorders.3.Let’ssing.(1)PlaythesongFriends.（出示课件）Getstudentstoenjoyittogether.(2)T:Listenagainandanswer.Ifyourfriendistallandquiet,whatcanyoudo?Ss:Clapmyhands.(3)Studentssingthesonginpairs,thensingthesongtogether.(4)Makeanewsongwithreplacingtheadjectiveandtheverbphrasesofthesongingroups.Makeamodel:Ifyourfriendisthinandfunny,stampyourfeet.Ifyourfriendisthinandfunny,stampyourfeet.Ifyourfriendisthinandfunny,ifyourfriendisthinandfunny,ifyourfriendisthinandfunny,stampyourfeet.,板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.本课主要进行读、写练习，读、写的句子都是本单元的重点内容。2.采用与学生问答的方式展开本课时的重点内容，既减轻了学生的压力，也活跃了课堂气氛。3.在教学过程中，充分运用游戏、图片、录音等教学手段，让学生积极参与课堂活动，学生的参与意识很强，完成的效果也不错。4.将难点进行细化，采用“单词—短语—句型”的方式化解难点。5.引导学生开展练习，操练句型，完成任务，加深了学生对句型的印象，也培养了学生继续学习英语的兴趣。6.板书设计清晰明了，重点突出，起到了很好的总结作用。