1、第三課時課時內(nèi)容 B Lets learn ；Listen, match and say課時分析本課時是人教版六年級上冊第四單元第三課時。圍繞“筆友的個人信息”這一話題展開，主要通過對話學習單詞和詞組cooks Chinese food, studies Chinese, does word puzzles, goes hiking及用一般現(xiàn)在時的一般疑問句詢問他人信息的句型Does he/she.? Yes, he/she does. No, he/she doesnt.激發(fā)學生學習英語的熱情，保持對英語學習的興趣，樹立學好英語的信心。本課時是第四課時的基礎。本課時的重點是四會短語的掌握以及

2、能夠在情景中適當?shù)木湫虳oes he/she.? Yes, he/she does. No, he/she doesnt.進行提問并回答。本課時包括Lets learn 和Listen, match and say兩個版塊。Lets learn呈現(xiàn)了John和他弟弟談論自己的筆友的場景，體現(xiàn)了單詞的詞形和意義。話題的設置，貼近學生的實際生活，能引起學生學習的共鳴，更能激發(fā)學生學習的興趣。Listen, match and say版塊是聽力操練活動，通過聽四個人的不同的日常活動進行連線，考查對Lets learn單詞和句型的掌握情況。本課時的單詞和詞組cook Chinese food, go,

3、 word, do，學生都已經(jīng)接觸過，為本課詞匯的教學打下基礎。所以在教學時，借助真實的生活情景展開詞匯教學，采用猜一猜、小調(diào)查、等多種有效的活動形式學習和鞏固新知。課時目標1.能夠聽、說、讀、寫單詞和詞組：cooks Chinese food, studies Chinese, does word puzzles, goes hiking2. 能夠運用上述單詞和詞組描述日常活動。3. 能夠熟練運用句型Does he/she.? Yes, he/she does. No, he/she doesnt.提問和問答。4激發(fā)學生學習英語的熱情，保持學習英語的興趣。課時重難點1. 重點（1）1.能夠聽

4、、說、讀、寫單詞和詞組：cooks Chinese food, studies Chinese, does word puzzles, goes hiking（2）能夠運用上述單詞和詞組描述日?；顒?。（3）能夠熟練運用句型Does he/she.? Yes, he/she does. No, he/she doesnt.提問和問答。2. 難點Does he/she.? Yes, he/she does. No, he/she doesnt.句型的正確運用。教學準備 課件、錄音機、磁帶、圖表教學過程Step 1 Warm up 1. GreetingT: Good morning, everyo

5、ne.Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Im fine, too. 教學意圖：師生間互相問候。2. Ask and answer 課件呈現(xiàn)一些動作演員、歌唱家、運動員、舞蹈家的圖片，師生問答，生生問答。 What are his hobbies? He/She likes doing kung fu/singing/playing football/dancing.教學資源：課件設計意圖：利用學生熟知的演員練習對話，既吸引學生的興趣，又復習了學過的詞匯和句型。 S

6、tep 2 Lead in 課件繼續(xù)呈現(xiàn)教師外國筆友的照片。T: Look, this is my pen pal. What do you wan to know about her/him?S1: Where is he/she from?T: He/Shes from the UK/USA.S2: How old is he/she? T: He/She is. S3: What are his/her hobbies? T: Can you guess? S4: Does he/she like.?（引導學生猜測筆友的愛好）T: Yes, he/she does./ No, he/sh

7、e doesnt.T: Do you want to know about him/her? Lets have a look.教學資源：課件設計意圖：談論教師筆友的話題，既能夠激起學生的表達欲望，又很自然的引出新知。Step 3 Presentation1. Teaching “cooks Chinese food, studies Chinese, does words puzzles, goes hiking” (1) T: What does my pen pal often do?（呈現(xiàn)筆友做中國食物、學習中文的照片）Ss: He/She often cooks Chinese fo

8、od and studies Chinese.（引導學生回答，板書cook(s) Chinese food，studies(study) Chinese，理解詞組，帶讀詞組，注意強調(diào)cook, study動詞詞尾的變化和發(fā)音。教學study Chinese, 將Chinese替換為學生已學科目詞匯） (2)T: My pen pal likes cooking Chinese food, studying Chinese and .（呈現(xiàn)筆友玩字謎、遠足的照片。教學） Ss: Doing word puzzles and going hiking.（引導學生回答，板書do(es) word p

9、uzzles, go(es) hiking。理解詞組，帶讀詞組，齊讀詞組）T: My pen pal does word puzzles and goes hiking every week.（注音強調(diào)do, go動詞詞尾的變化和發(fā)音）(3)播放錄音，跟讀四個詞組。(4)升降調(diào)朗讀四個詞組。(5)呈現(xiàn)幾組不同人物做不同事情的圖片，引導學生用一般現(xiàn)在時態(tài)描述。 如：The boy often cooks noodles. She usually goes to school on foot. . (6)小組觀察并討論一般現(xiàn)在時態(tài)肯定句中動詞第三人稱單數(shù)形式的詞尾變化。 (7)師生總結。教學資源：

10、課件、錄音機、磁帶設計意圖：通過談論教師的筆友學習重點詞匯，更能激起學生的求知欲。2. Learn “Does he/she .? Yes, he/she does./ No, he/she doesnt.” (1)T: Your Chinese teacher has a pen pal, too. What does he/ she often do? Please guess. S1: Does he/she do word puzzles?（板書句型Does he/she .? 理解句型，引導學生用學過的詞組猜測） T: Yes, he does. （板書句型） S2: Does he

11、/she go hiking? . (2)呈現(xiàn)人物做中國食物、學習中文、玩字謎、遠足的圖片等圖片，兩人一組對話練習。 句型：Does he/she.? Yes, he/she does./ No, he/she doesnt.(3)呈現(xiàn)幾組句型，小組討論一般現(xiàn)在時態(tài)變一般疑問句的方法及回答。Does he often play football?Does Amy study Chinese every day? Does your pen pal often cook Chinese food?Does she usually do word puzzles? (4)師生總結。教學資源：課件設

12、計意圖：通過猜測熟悉的老師的日?；顒?，激發(fā)學生的學習興趣，感知新授句型。3. Learn the dialogue. (1)T: Our old friend John has a new pen pal. He is a boy. Whats his name? Where does he live? Does he study Chinese? Listen to the tape and answer the questions. (2)Listen to the tape again and follow the tape. (3)Read in pairs.教學資源：錄音機、磁帶設計

13、意圖：聽錄音回答問題，培養(yǎng)學生的聽力能力。 Step 4 Practice1. Listen, match and say. (1)出示四個人物頭像和四副圖片，要求每個學生預測每個人物的日?；顒印?(2)聽錄音連線。 (3)師生核對答案。設計意圖：考查學生對本課詞組的掌握情況。2. Do a survey. 請學生調(diào)查同桌朋友或筆友的信息，完成圖表。 Whats your good friends/pen pals name? Where does he/she live? Whats her/his name? What are her/his hobbies? What does he/o

14、ften do?Name: _Lives in: _Age: _Hobbies: _Habit: _教學資源：圖表設計意圖：訓練學生的綜合運用語言的能力。Step 5 SummaryT: What did you learn about this class？ 師生總結。1. 學習了四個詞組：cooks Chinese food, studies Chinese, does word puzzles, goes hiking 2. 學習了詢問他人日?；顒拥木湫图盎卮穑篋oes he/she/xxx .? Yes, he/she does./No, he/she doesnt.設計意圖：加深學生

15、知識的理解和記憶。 課堂作業(yè)一、寫出下列動詞的第三人稱單數(shù)。 1. cook _ 2. study _ 3. go _ 4. do_ 5. live _ 6. have_二、根據(jù)漢語意思，補全句子。1. 來見見我的新筆友。 _ and _ my new pen pal.2. 邁克住在中國嗎？不，沒有。 _Mike _in China? No, he_.3. 約翰每天學習中文。 John _ _every day.三、按要求完成句子。 1. Amy often goes hiking.（變一般疑問句，并作肯定回答。） _ Amy often_ hiking? _, _ _. 2. I do word puzzles every evening.（用第三人稱he改寫。） _ _ word puzzles every evening. 3. I like watching TV and reading stories.（就畫線部分提問。） _?Answers:一、1.cooks 2.studies 3.goes 4.does 5. lives 6.has二、1.Come, see2.Does, live, do