2024五年级英语上册Unit4Ihaveapenpal第三课时教案人教PEP

Page9Thethirdperiod（第三课时）PartBLet’slearn&Listen,matchandsay▶教学内容课时教学内容课时教学目标Let’slearn·听、说、读、写有关爱好爱好的词组：cooksChinesefood,studiesChinese,doeswordpuzzles,goeshiking·结合语境，在第三人称单数的句子中正确运用上述词组，并娴熟运用句型“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”进行提问并作答Listen,matchandsay·依据听力连线，然后进行交谈▶教学重点1.能够理解和驾驭本课时的重点词汇和句型。2.能够运用句型“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”进行提问并作答。▶教学难点能够娴熟运用句型“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”进行提问并作答。▶教学打算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、视频等。Teachingpurpose①借助直观形象的图片快速复习上节课所学的单词和词组，为下面的学习奠定语言表达的基础。Teachingpurpose①借助直观形象的图片快速复习上节课所学的单词和词组，为下面的学习奠定语言表达的基础。Step1:Warm-up&Revision&Lead-in1.Greetings.T:Goodmorning,boysandgirls.Inthisclass,ifyoucanreadthewordsloudly,correctlyandclearly,youcangetmorepointsforyourgroups.Thegroupwhichgetsthemostpointswillbethewinner.2.Aquickreview.①Presentthepicturesofdifferenthobbies.Leadstudentstoreviewthewordsandtheexpressions.Revision:dancing,singing,readingstories,playingfootball,doingkungfu,swimming,climbingmountains,listeningtomusic,watchingTeachingpurpose②由上节对话课出现的人物导入，通过设问引导学生初步感受一般现在时的一般疑问句，在与学生的交谈过程中，引导学生复习上节课的核心词汇和句型。TV,playingthepipa,drawingcartoons…(课件出示：先出示相关图片，后出示相应的单词Teachingpurpose②由上节对话课出现的人物导入，通过设问引导学生初步感受一般现在时的一般疑问句，在与学生的交谈过程中，引导学生复习上节课的核心词汇和句型。3.Enjoyasong—Mynewpenpal.(课件出示：歌曲《Mynewpenpal》的视频)4.Lead-in.②PresentthepictureofZhangPeng’spenpalPeter.(课件出示：Peter的图片)T：Doyouknowwhoheis?Ss：HeisZhangPeng’spenpalPeter.T：Doesheliveonafarm?Ss：Yes,hedoes.T：Whatarehishobbies?(课件出示：教材P38Let’stalk板块的图片及与Peter爱好对应的图片)Ss：Helikesreadingstories,doingkungfu,swimmingandsinging.T：Goodjob!Johnhasapenpal,too.（出示课件）Let’sgettoknowabouthim.Teachingpurpose③Teachingpurpose③通过问题设置，引导学生在看的过程中有目的地关注文本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则改变。1.Learnthephrase“studiesChinese”andthekeysentencestructures.③(1)Presenttheshortvideoof“Let’slearn”.（课件出示：教材P41Let’slearn板块的视频）Askstudentstothinkaboutthetwoquestions:①What’sthenameofJohn’spenpal?(HisnameisJohn,too.)②DoesheliveinChina,too?(No,hedoesn’t.)Writedownthesentences“—DoesheliveinChina,too?—No,hedoesn’t.”ontheblackboard.T：Goodjob!HelivesinAustralia.（课件出示：澳大利亚的国旗和图片）Writedownthewords“Australia(country)”ontheblackboard.T:WhatlanguagedopeoplespeakinAustralia?Ss:TheyspeakEnglish.T:Right.Look!IsJohnstudyingEnglishnow?（课件出示：教材P41Let’slearn板块的图二）Ss:No,heisstudyingChinese.T:JohnlivesinAustralia,buthestudiesChineseeveryday.HethinksChineseisinterestingandfullofculture.Teachingpurpose通过问题设置，引导学生在看的过程中有目的地关注文本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则改变。Teachingpurpose通过问题设置，引导学生在看的过程中有目的地关注文本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则改变。(2)Presentthetwophrases“studyChinese,studiesChinese”.（出示课件）Leadstudentstocomparethetwophrasesandfindtheregulation.Letstudentslearnthenewphrasesandreadthemaftertherecording.(3)Presentthedialogue.（课件出示：教材P41Let’slearn板块的音频）Letstudentsreaditaftertherecording.Highlightthekeysentences“—DoesheliveinChina,too?—No,hedoesn’t.”（补充说明：引导学生关注第三人称的一般疑问句，在句中含有实义动词时，要用does帮助构成句子，does本身并无实际词义，不用翻译。）Leadstudentstopracticethedialogueinpairslikethis:Teachingpurpose④基于外国人对中国文化的深厚爱好创设情境，通过中国美食、传统节日、汉服、京剧等充溢中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。T:Teachingpurpose④基于外国人对中国文化的深厚爱好创设情境，通过中国美食、传统节日、汉服、京剧等充溢中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。Ss:Yes,hedoes.2.Learnthephrase“cooksChinesefood”.④T:ManyforeignerslikethecultureofChina.Theythinkit’sinterestingandfullofhistory.WhatelsedotheylikeaboutChina？Ss:Theylike…(Chinesefood,Chinesetraditionalfestivals,HanFu,PekingOpera…)T:Welldone!Sotheyoftenlearnto…Ss:Theyoftenlearnto…(cookChinesefood,enjoyChinesefestivals,wearHanFu,singPekingOpera…)（课件出示：活动词组对应的图片）T:Chinesefoodisverydelicious.ManypeopleinothercountrieslikeChinesefood.Lookatthisboy.HecooksChinesefoodwithhisclassmatesandteacherseveryweek.（课件出示：教材P41Let’slearn板块的图一）Presentthenewphrase“cooksChinesefood”.(出示课件)Highlightthe“s”attheendoftheverb.Askstudentstolearnthenewphraseandreaditaftertherecording.Writedownthephrase“cooksChinesefood”ontheblackboard.Pointtothepictureandask.T:DoeshecookChinesefood?Ss:Yes,hedoes.Studentspracticethedialogueinpairs.3.Learnthephrase“doeswordpuzzles”.PresentthepicturesofforeignersenjoyingLanternFestival.（课件出示：一些外国人欢庆元宵节的图片）T:Doyouknowwhatfestivalitis?Ss:LanternFestival.T:LanternFestivalisoneofthemostpopularfestivalsinChina.Whatdoyouoftendoonthisday?Ss:Ioften…(gettogether,enjoytheLanternShow,doChinesewordpuzzles…)（课件出示：活动词组对应的图片）(Transferstudents’answersintothethirdperson.)T:Excellent.He/Sheoften…DoyouknowtheEnglishwordpuzzles?（课件出示：英语字谜的图片和词组，与中文字谜做对比）Writedownthephrase“doeswordpuzzles”ontheblackboard.Presentthenewphrase“doeswordpuzzles”.（出示课件）Highlightthe“es”attheendoftheverb.Studentslearnthenewphraseandreaditaftertherecording.Pointtothepictureandask.T:Doesshedowordpuzzles?Ss:Yes,shedoes.Studentspracticethedialogueinpairs.4.Learnthephrase“goeshiking”.T:AfterLanternFestival,springcomes.Theweathergetswarmer.It’sgoodforoutdooractivities.Presentthenewphrase“gohiking”andextendthephrases:flyakite,climbmountains,haveapicnic,rideabike.（课件出示：活动词组对应的图片和拓展词组）Studentsreadthemaftertheteacher.T：Herearesomeforeigners.TheymakefriendswithChinesepeopleandjoinintheoutdooractivities.Let’sseewhattheyoftendo.（课件出示：下列句子的配图）Teachingpurpose⑤Teachingpurpose⑤创设不同形式的活动让学生操练本课核心词汇和句型，保持学生课堂学习的爱好和激情。Writedownthephrases“goeshiking,everyweekend/week/Saturday/Sunday”ontheblackboard.Step3:Practice⑤1.Playagame：What’smissing?Presentthepicturesandthephrasesoftheseactivities:studyChinese,studyEnglish,cookChinesefood,dowordpuzzles,gohiking,climbmountains,flyakite.（出示课件）(1)Studentsreadthephrasestogether.(2)Makeamodelfirst.Leadsomestudentstoreadtheverbphrasesandtheotherstudentssaythephrasesinthethirdperson.(3)Askstudentstosaythemissingpicture.2.Askandanswer.Presentthepicturesofthephrases.（出示课件）Helpstudentspracticethekeyphrasesandthesentencestructures.Letthempayattentiontothehappyorthesadfaceattached.Thenaskandanswer.(1)Theteacherasks“Doeshe/she…?”Studentsanswer“Yes,he/shedoes.”or“No,he/shedoesn’t.”Theteachermakesmodelswithseveralstudentsfirst.（补充说明：强调以助动词开头的一般疑问句的句式，留意问句中的动词要用原形，答句要先回答Yes或No。）(2)Thenstudentsworkingroups.Groups1~3ask.Groups4~6answer.Teachingpurpose⑥利用听音练习的活动检测学生对核心词句的驾驭状况，引导学生视察句子特征，了解一般现在时的表达及其常用的时间状语。通过记忆嬉戏，巩固学生改写一般疑问句进行问答的语言实力。(3)Teachingpurpose⑥利用听音练习的活动检测学生对核心词句的驾驭状况，引导学生视察句子特征，了解一般现在时的表达及其常用的时间状语。通过记忆嬉戏，巩固学生改写一般疑问句进行问答的语言实力。Step4:Consolidation&Extension1.Listen,matchandsay.⑥(1)Presentthepicturesandtherecordingin“Listen,match,andsay”.（课件出示：教材P41Listen,matchandsay板块的图片和音频）Leadstudentstoreadthepicturesfirst.Askthemtopredictthekeyphrasesbeforelistening.T:Wehavetocatchthenames,heorshe,andthephrasesofhobbieswhilelistening.Thenletstudentslistentotherecordingandmatchthepictures.Listenagainandchecktheanswers.（课件出示：教材P41Listen,matchandsay板块的答案）(2)Presentthelisteningmaterial.（课件出示：教材P41Listen，matchandsay板块的听力材料）Highlightthenewword“characters”.Askstudentstoguessitsmeaning.Helpthemgettoknowthewordandreadthesentencestogether.(3)Leadstudentstoobservethesefoursentencesandfindsomeregulations.Helpthemlearnthesimplepresenttenseandtherelevanttimeadverbials.(4)Let’splayamemorygame.（嬉戏说明：给学生2分钟时间记忆上面的四个句子，用does创设一般疑问句对四个主子公进行提问，然后依据上面的描述进行回答。）Makeamodel：A:DoesJohngoeshikingeveryday?B:No,hedoesn’t.HegoeshikingeverySaturday.2.Summary.Makeabriefsummaryaccordingtotheblackboarddesign.Evaluatestudents’groupworkandselectthebestgroup.▶板书设计▶作业设计1.Recitethephrasesin“Let’slearn”.2.Practicethekeysentencestructures.3.Dotheexercises.(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.利用直观形象的图片快速复习学过的重点单词和词组，活泼欢快的歌谣帮助复习核心句型，为即将开展的学习奠定语言基础。2.词组的授新和呈现留意情境创设，留意文化渗透。基于外国人对中国文化的深厚爱好，通过中国美食、传统节日、汉服和京剧等充溢中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。3.以学生为主体，留意对学生的引导，启发思维，让学生视察和总结一般现在时的表达特点和一般疑问句的表达方式。4.创设不同形式的操练活动帮助学生巩固本课核心语言，保持学生课堂学习的爱好和激情。教学重难点得到了有效的突破。5.板书设计清楚明白，重点突出，起到了很好的总结作用。▶TeachingContentsLet’slearn·Listen,speak,readandwritethephrasesofinterestsandhobbies:cooksChinesefood,studiesChinese,doeswordpuzzles,goeshiking.·Usethesentencestructures“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”toaskandanswer.Listen,matchandsay·Listenandmatch,thenmakecommunication.▶TeachingPriorities·Beabletounderstandandmasterthekeywordsandsentencestructuresofthisperiod.·Beabletousethesentencestructures“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”toaskandanswer..▶TeachingDifficulties·Beabletousethesentencestructures“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”toaskandanswerskillfully.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.Dividestudentsintoseveralgroups.1.Greettheteacher.Acquiretheevaluationrulesofgroupwork.Usethevividpicturesandthecheerfulsongtoreviewthevocabularyandthephrasestheylearnedlastclassquickly.Laythefoundationoflanguageexpressionforthefollowinglearning.2.Aquickreview.Presentthepicturesofdifferenthobbies.2.Reviewthewordsandtheexpressionstheylearnedlastclass.3.Enjoyasong—Mynewpenpal.3.Enjoyandsingthesong.4.Lead-in.Presentthepictures.TalkwithstudentsaboutZhangPeng’spenpalPeter.TalkwiththeteacheraboutZhangPeng’spenpalPeter.Leadstudentstohaveapreliminaryexperienceofthegeneralquestionsinthesimplepresenttensethroughtheconversation.Presentation1.Learnthephrase“studiesChinese”andthekeysentencestructures.(1)Presentthevideoof“Let’slearn”andaskstudentstothinkabouttwoquestionsbeforewatching.(2)Teachthenewphrase.(3)Teachthekeysentencestructures.(1)Thinkaboutthequestionsandthenwatchtheshortvideoof“Let’slearn”.(2)Learnthenewphrase.(3)Learnthekeysentencestructuresandpracticeinpairs.Extendstudents’expressionsthroughChinesefood,traditionalfestivals,HanFu,PekingOperaandotherculturalformsfullofChineseelementswhichforeignersaregreatlyinterestedin.LeadthemtointroduceandspreadChineseculturetotheirpenpals.2.Learnthephrase“cooksChinesefood”.Talkwithstudents.Teachthephrase.Talkwiththeteacher.BrainstormtheelementsthatforeignerslikeaboutChina.Learnthephrase.3.Learnthephrase“doeswordpuzzles”.Presentthepicturesandteachthephrase.Learnthenewphrase.Payattentiontothethirdsingularformofverbs.4.Learnthephrase“goeshiking”.Teachthephrase.Learnandreadthephrase.TalkaboutwhatoutdooractivitiesforeignersoftenjoinininChina.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice1.Playagame:What’smissing?Presentthepicturesandthephrasesofsomeactivitiesandthenmakeamodel.(1)Readthephrasestogether.(2)Somestudentsreadtheverbphrasesandtheotherstudentssaythephrasesinthethirdperson.(3)Saythemissingpicture.Createdifferentformsofactivitiestoletstudentspracticethekeywordsandphrases