梅河口市某小学六年级英语下册 Unit 4 Mother’s Day Part A教案2 闽教版三起

Unit 4 Mother’s Day
Part A
教学目标
用“What will you do for your mother?”询问别人会对他们的妈妈做点什么
掌握语言结构：I will…
掌握词汇：kiss, love …
教学重点
用“What will you do for your mother?”询问别人会对他们的妈妈做点什么.能与小伙伴流畅互动。

教学内容
1.What will you do for your mother?
2.I will…
教学步骤
Step 1 Warming up
T（出示小朋友做卡片的图画）：What will you do for your mother?
S1（举手回答）：I will make a card for her.
反复操练，让每个同学都结合自身说一句该句型的句子。

Step 2 Presentation and drill
1、T（出示挂图一提问）：What will you do for your mother?
板书并教学句型“What will you do for your mother?”
2、将事先准备好的图片放在讲台上，让学生抽取一张扮演图片中主人翁的角色。

引导学生运用以下对话：
S1: What will you do for your mother?
S2: I will…
3、出示教学挂图。

T(指着图片)：What will you do for your mother?
S: I will…（可以帮助学生回答）
4、听课文录音，让学生猜课文内容。

5、打开书，听录音，验证问题答案。

6、自由朗读，然后分角色表演课文部分内容。

Step 3 Practice
游戏——Completing the conversation.（补全对话)
将未说完的对话补充完整。

如“What will you do for your mother?”，可让学生补充“I will give her some flowers.”
Step 4 Consolidation
1、创设情景：选两位同学分别扮演一对邻居。

让同学们运用所学的句型对话。

S1: What will you do for your mother?
S2: I will…
让学生大胆发挥想象，自由创设其他情景进行对话。

2、评价。

对学生在活动中的表现给予肯定和鼓励；培养学生用英语进行交际的能力。

培养学生听音和辨音的能力。

家庭作业
熟读并背诵课文部分。

对本课进行自我总结。

Unit1 May I Speak to Kitty 第3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】Warming-up: Look and choose, Let’s learn more, Think and talk
【课时】第3课时
一、教学目标
1. 能听懂并现解Let’s learn more部分的对话内容。

能认读课文对话，并较为流利地模仿演读对话内容。

2. 能在教师的组织下，通过话题讨论，锻炼语用思维，能较为清楚地描述自己的想法。

3. 能律己，并合理使用手机。

二、教学准备
1. 教师准备Let’s learn more部分的教学视频。

2. 教师准备Let’s learn more部分的教学挂图。

3. 教师准备Let’s learn more部分的教学音频。

三、教学方法建议
课程导入(Leading In)
(1)课前热身
T: Good morning, boys and girls. Do you want a mobile phone?
Ss: Yes No.
T: We know that Kitty bought a mobile phone. What will she do on it?
Ss: She will use it to make phone calls and send messages.
(2)新课导入Part A Warming-up: Look and choose
教师引导学生起来讨论手机在生活中都有哪些作用或功能，帮助学生说出这作功能：watch news, play games, listen to music, take photos, read e-books, call your friends, ...
T: This is my mobile phone. What can I do on it? Look, I can use it to watch news, play games, listen to music, take photos, read e-books, call your friends, etc. What do you often do with your mobile phone?
教师可以结合本部分的图片一一提问学生，帮助学生逐一说出相应的短语，并将图文
配对。

参名答案：f, a, b, e, c, d
教师带领学生一起读这些词汇。

之后，可让学生各自选自相应的短语说一说：I want a mobile phone. I will use it to ...
T: Liu Zhaoyang hopes to have a mobile phone, too. Today, he asks his mother for a mobile phone. Will his mother buy one for him?
课程展示活动和过程的设计建议(presentation)
(1)新课展示Part B Let’s learn more
1. 教师提出问题，然后播放Let’s learn more部分的视频，让学生带着问题观看：
(1) Are mobile phones very useful?
(2) Does Liu’s mom want to buy him a mobile phone? Why?
(3) What does Liu want to use the mobile phone to do?
2. 教师再次播放视频对话，让学生在小组内讨论，试着找出以上问题的答案。

教师提示学生结合课文内容找一找，并用笔做出标记。

3. 教师选出几名学生回答上述问题，检验学生对对话内容的理解情况并及时给予积极评价。

4. 帮助学生理解、学习运用课文中的功能句。

(1) 1 will use it to ...和I won’t use it to ...
上述句型中使用了use sth. to do ... 的用法来表示“用某物做某事”的概念，我们可以说：use a pen to write, use a cup to drink, ...
教师可多举例句，进行示范应用，更方便学生理解，如：
I will use my dictionary to look up the new word.
He won’t use a mobile phone to play games.
教师启发学生思考，练习使用这个结构来造句。

(2) I’m afraid ...
此句型在上册书中已接触过。

它是有种委婉的表达方式，用来表示对对方所提出的要求进行拒绝，或对对方进行要求或建议。

如：
I’m afraid I can’t help you this time.
(3) It takes ...
本句型中的take表示“花费”，此句型常表示“某事要花多长时间或金钱”，如：
The work will take two hours.
It took me fifteen yuan to buy the book.
但这个句型通常会用到形式主语代替不定式的现象，可视学生掌握情况做讲解，学生能理解即可。

(4) It’s bad / good for ...
本句型用来表达“某事对某人/某物有坏/好处”。

如：
Don’t read in the sun. It’s bad for your eyes.
Do some exercise every day. Ifs good for our health.
让学生模仿造句。

(2)巩固活动
1. 教师播放Let’s learn more部分的录音，让学生听录音，跟读对话。

然后小组内开展角色演读、其间，教师可向学生们强调，读对话时要尽量找一找“说话”的感觉。

这样的“有意”练习，有助于培养学生良好的语音语调：从“读”英语上升为“说”英语。

2. Read again and tick or cross
先让学生自己读一读本部分的五个句子，然后引导学生根据对话内容作出判断。

之后，选出几位学生在班上展示自己的答案。

当句子和短文内容不一致时，教师可给予指导。

另外，教师可以让全班学生一起在对话中勾画出相关的句子，并集体朗读。

参考答案：1.√ 2.√ 3.× 4.× 5.×
操练活动的设计与实施建议(Practice Activities)
(1)Part C Think and talk
教师承接上一环节，引出话题If you have a mobile phone, what will you do on it?首先，参看课本P8本部分的对话示例进行讨论，启发学生思考。

让学生分小组讨论。

小组内可以作如下记录，以备汇报发言。

完成讨论后，各小组选派代表，结合各己的记录表述讨论结果。

(2)延伸讨论
教师可将话题延伸，引导学生讨论：如果你也想要一部手机，你该如何向家长解释你要手机的用处? If you want a mobile phone, how can you tell your parent?
首先，分小组进行讨论，并做记录。

提示学生先把学过的用来描述手机用途的词汇列举出来。

组内讨论完毕后，进行结论展示。

毎个小组选一位成员进行口头描述。

学生可以使用文中的I wil1 use it to ... 和I won’t use it to...来表述。

当然，学生如果有别的表述方式，应该予以肯定与鼓励。

此处总结时，教师要注意引导学生正确认识手机在日常生活中的重要作用。

教育学生能严于律己，合理使用手机。

【板书设计】
Module 1 Unit 1 It’s more than tw enty thousand kilometres long
7
8
9
The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up & Part C Story time
▶教学内容与目标
课时教学内容课时教学目标
Let’s check ·能够通过看图和相关文字信息，学会从中推测重点，做到有目的地听录音，听后完成匹配任务
·能够在活动中注意培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力
Let’s wrap it
up
·能够通过活动，找出需要注意的语法要点，进行归纳，总结规律
Story time ·能够在图片及教师的帮助下理解故事内容
·能够按照正确的意群及语音、语调朗读故事
·能够表演故事，并能恰当运用故事中的语言进行交流
复习本单元句型，引导学生对语法要点进行归纳，总结规律。

▶教学难点
在图片及教师的帮助下理解故事内容，并能用正确的语音、语调朗读故事。

▶教学准备
1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频、卡片等。

▶教学过程Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Sing a song.
Play a song If you’re happy, clap your hands on the PPT.（出示课件）Students sing along with it.
3. Let’s chant.
Show the word cards to students. Students try to chant like this：
A: Ill, ill. I am ill. What should I do?
B: See a doctor, see a doctor. You should see a doctor.
A: Cold, cold. It’s cold. What should I do?
B: Wear warm clothes, wear warm clothes. You should wear warm clothes.
…
Step 2: Presentation
1. “Let’s check”.Teaching purpose
借助歌曲和chant帮助学生唤醒旧知，激发学生的学习兴趣，为后面的学习做好铺垫。

（1）Show the picture to students. (课件出示：教材P64 Let’s check板块的图片) Talk about the picture with students. Let them predict the listening content.
T: Who are they?
Ss: They are Mike, Wu Yifan, Oliver and Zhang Peng.
T: Yes. There are four students on the left. How do they feel? What should they do? Can you guess? Look! There are four phrases on the right. Now let’s listen and match.
（2）Listen and match.
Play the recording.（课件出示：教材P64 Let’s check板块的音频） Students listen and match them. Then check the answers.（课件出示：教材P64 Listen and match的答案）
（3）Read the questions and the options.
Students read the four questions and the options.
Help students listen to the recording with the questions.
（4）Listen again and circle the right answers.
Play the recording again.（出示课件） Students listen again and try to circle the right answers.
（5）Play the recording for the third time and check the answers. （出示课件）
（6）Listen and read after the recording.
2. “Let’s wrap it up”.
（1）Look and say.
Show some pictures on the PPT.（课件出示：一些表示人物情绪或感受的图片）
Talk about the pictures.
T: How does he/she/it feel? How do they feel?
Write down the words of emotions and feelings on the blackboard according to the answers of students.
（2）Work in groups.
Students work in groups to add more words and then sort the words into two categories.
（3）Give some advice.
Lead students to give some advice to others as the demonstration.
A: I’m hungry.
B: You should eat some bread.
Students work in pairs.
Step 3: Consolidation & Extension
“Story time”
Teaching purpose
逐步帮助学生通过看图和相关文字信息，读懂题目要求，学会从中推测考查点，引导学生学会听前预测听力的重点内容,做到有目的地听录音，在活动中培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力。

Teaching purpose
引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。

并在活动中进行操练，激发学生的学习兴趣。

Teaching purpose
利用问题逐步引导学
1. Look and predict.
Show the pictures to students. (课件出示：教材P65 Story time
板块的图片) Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the story. Questions: ①Who are they?/②Where are they?/③What are they doing?/④How does Zip feel?/…
2. Look at Picture 1 and talk about it.
Lead students to look at Picture 1 carefully. Talk about the picture with them.
T: Who are they?
Ss: Zoom and Zip.
T: Where are they?
Ss: They are at home.
T: What are they doing?
Ss: They’re going to watch TV.
T: What will Zoom do? Why?
Ss: He’ll go and make some popcorn, because Zip wants to have some popcorn.
3. Look at Pictures 2, 3, 4 and talk about them.
Lead students to look at Pictures 2, 3 and 4 carefully. Talk about the pictures with students.
T: How does Zip feel in Picture 2?
Ss: She’s so happy.
Write down the word “happy” on the blackboard.
T: What time is it now?
Ss: It’s 7:00.
(Point to Picture 3.)
T: Ten minutes later, what does Zip think?
Ss: Zoom must be making lots of popcorn.
(Point to Picture 4.)
T: What time is it?
Ss: It’s 7:32.
T: How does Zip feel?
Ss: She’s a little worried.
Write down the word “worried” on the blackboard.
4. Look at Pictures 5, 6 and talk about them.
Lead students to look at Picture 5 and Picture 6 carefully. Talk about the pictures with students.
T: Where is Zoom?
Ss: He’s in the vegetable garden.
T: What did Zoom do?
Ss: He planted the popcorn seeds.
T: Yes. He is waiting for them to grow, but they take a long
time to grow. How does Zip feel?
Ss: She’s angry.
Write down the word “angry” on the blackboard.
T: What should Zip do?
Ss: She should count to ten and take a deep breath.
5. Watch and read.
Play the cartoon. (课件出示：教材P65 Story time板块的视频)
Students read after it and pay attention to the pronunciation, the
intonation and the emotion.
6. Talk about the story.
Talk about the story with students. Let them pay attention to
the key words “happy, worried, angry” on the blackboard.
T: How does Zip feel at first?
Ss: She’s happy.
T: Why does she feel happy?
Ss: Because Zoom is going to make popcorn for her.
T: Then how does Zip feel?
Ss: She’s worried.
T: Why does she feel worried about half an hour later?
Ss: Because Zoom doesn’t come back. And Zip can’t find Zoom
in the kitchen.
T: How does Zip feel at last?
Ss: She’s angry.
T: What suggestions do you give to Zip?
Ss: She should count to ten and take a deep breath.
7. Practice and act out the story.
Students practice the story in groups, and pay attention to
the emotional changes of the characters in the story. Then act it
out in class.
▶板书设计
▶作业设计
1. Read the story and enjoy it.
2. Do the exercises.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业）
▶教学反思
1.在本课时的Let’s check板块，逐步帮助学生通过看图和相关文字信息，读懂题目要求，学会从中推测考查点，引导学生学会听前预测听力的重点内容，做到有目的地听录音，在活动中培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力。

2.在Let’s wrap it up板块，逐步引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。

并在活动中进行操练，激发学生的学习兴趣。

3.在Story time板块，利用问题逐步引导学生在语境中借助图片等帮助理解故事大意，利用多媒体帮助他们正确发音，并表演故事。

4.课堂教学突出学生主体，教师充分发挥引导作用，利用多种方式引导学生去探索、去学习、去归纳、
去运用。

▶Teaching Contents & Teaching Aims
Let’s check
·Be able to learn to infer the test points by looking at the pictures and the relevant text information.
·Be able to listen to the recording purposefully and complete the matching task after listening.
·Be able to develop the habit of pre-listening prediction and improve the listening ability.
Let’s wrap it up
·Be able to find out the grammar points that need to be paid attention to, and summarize the rules through activities.
Story time
·Be able to understand the story with the help of pictures and the teacher.
·Be able to read the story according to the correct sense-group, the pronunciation and the intonation.
·Be able to act out the story and communicate appropriately in the language of the story.
▶Teaching Priorities
·Review the sentence structures of this unit and lead students to sum up the grammar points and summarize the rules.
▶Teaching Difficulties
·Be able to understand the story with the pictures and the help of the teacher, and be able to read the story aloud with correct pronunciation and intonation.
▶Teaching Procedures
（续表）。