Unit1What’shelike6

1、六年级 英语 学科电子备课设计模板主备教师洪何梦协备教师胡玉婷教学内容（课题）Unit 1 Whats he like?第几课时6课型Read and write教学目标知识技能目标1. 能读懂“Read and write”部分的对话并完成相应的任务。2.了解星期一到星期天英文表达的缩略形式。3. 能听懂“Lets check”部分的录音，并完成标号任务。4. 能读懂“Story time”部分的故事，复习本单元的一些知识点。5. 学会一些复习策略，培养学生的复习意识。过程与方法目标能够在实际情境中灵活运用句子情感态度价值观目标培养学生自主学习、合作学习的意识和能力，帮助学生树立学好英语的自

2、信心。培养学生互相帮助、团结合作、努力学习的良好品质。教学重点1. 能读懂“Read and write”部分的对话并完成相应的任务。2. 能听懂“Lets check”部分的录音，并完成标号任务。教学难点1. 激发学生复习和操练的兴趣。2. 能就他人的口常活动提出有益的建议。教学准备1. 教师准备多媒体课件、录音机和录音带、教学挂图。2. 学生准备人物头饰。教学过程教学策略及意图个案修改（）激趣导入（Warm-up)1. 课堂口语练习。T: Good morning, boys and girls.Ss: Good morning, Mr/Miss.T: Nice to see you.Ss

3、: Nice to see you, too.2. 教师和学生一起回忆长元音/i:/的发音方法，然后请几位学生读一读“lets spell”部分的例词。（二）创设情境（Preview)1. 学生在四人小组内交流自己的日常活动，如:S1: What do you often do?S2: I often play sports and watch TV.S3: I often do homework and read books.S4: I often play ping-pong and do housework.2. 学生相互评价彼此的日常活动，然后教师请两三个小组代表站起来介绍本组成员的日

4、常活动。设计意图既调动了学生的参与热情，又为下面的学习奠定基础。（三）自主探究（Presentation )1. B. Read and write.(1) 教师用多媒体课件出示本部分的两幅挂图，与学生进行对话，如：T: Who're in the pictures?Ss: O1iver and the robot, Robin.T: In the two pictures, Wu Yifan looks tired. What does he do? Let's read the dialogue and see.(2) 学生自主阅读对话，回答下面的问题。What does

5、Wu Yifan do on Fridays?What does Wu Yifan often do on the weekend?Answers:He has PE.He often watches TV.(3) 第一次播放教学录音，学生根据录音内容判断对话下面句子的正（T）误(F)。第二次播放教学录音，全班学生跟着录音读对话，提醒学生在跟读的过程中注意模仿录音中的语音、语调。(4) 罗宾的建议。T: Wu Yifan feels tired after PE class. Robin gives some advice. Look at the table. What should Wu

6、Yifan do in each day of the week?Ss: He should play football on Mondays and Fridays, play ping-pong on Tuesdays, Thursdays and Saturdays, play basketball on Wednesdays, and do Chinese kung fu on Sundays.(5)学生根据罗宾的建议完成对话，师生一起核对答案。2. B. Let's check.(1) 明确听力任务。T: There is a listening material. Plea

7、se listen to the tape and number.(2) 第一次播放教学录音，学生根据录音内容标号。第二次播放教学录音，师生一起核对答案。（四）交流研讨（Consolidation & Extension)C. Story time.1. 教师用课件出示情景图，学生根据情景图猜测故事内容。2. 介绍故事背景。T: Its a new school term. Zoom needs to do some shopping. So he and Zip go to buy something together. Lets read the story and see wha

8、t happens.3. 第一次播放教学录音，学生验证自己的猜测是否正确。第二次播放教学录音，学生根据录音内容回答下面的问题。(1)When does Zip have English?(2)Does Zoom need a ruler?(3)Why does Zoom need a box of crayons?(4)Can Zoom buy a football? Why?Answers:(1)On Mondays and Wednesdays.(2)Yes, he does.(3)On Thursdays, they have art.(4)No. Because they don

9、9;t have enough money.4. 学生拿出人物头饰，在三人小组内练习表演对话，然后教师请两三组学生上讲台表演，提醒学生表演时要运用适当的表情和动作。5. 学生在四人小组内讨论自己新学期都买了些什么东西。（五）拓展延伸（Summary)师生一起总结本单元所学的词汇和句型词汇：Monay, Tuesday, Wednesday, Thursday，Friday, Saturday，Sunday, weekend, wash, wash my clothes, watch, watch TV, do, do homework, read, read hooks, play, play

10、 football, cooking, often, park, tired, sport, play sports句型:What do you have on ?What do you do on ?I have a cooking class with your grandma!Do you often ?What about you?Sometimes I read books.师生对话和游戏竞赛可以激发学生参与课堂活动的热情，复习已学知识，为新课的学习创造良好的氛围。与学生交流挂图内容，有利于学生了解对话将单词学习融入情景之中，学生更容易理解和掌握。根据情景图猜故事内容，能有效地把学生

11、的精力集中到故事的学习中。创设真实情境，灵活运用语言。讨论话題是故事内容的延伸，贴近学生的生活，学生基本上都有过这方面的经历，能很好地体现英语学习的生活性。根据词卡说汉语意思和根据表演猜单词的活动可以极大地调动学生参与课堂学习的热情，学生在活动中可以有效地复习上节课学习的词汇。学生在积极动脑思考的过程中复习已学词汇；在努力帮助本组获胜的过程中，培养了集体荣誉感。评选和奖励活动可以激发学生的竞争意识和表现欲望。作业设计 将本节课学习的生词在四线三格内抄写五遍。板书设计Unit 1 Whats he like? B Read and writepolite, hard-working, helpful, clever, shy What's he like?Hes .funny, kind, quiet, strict, nice, friendly, hard-working, helpful, po