Unit 4 Then and now 第三课时 教案 6页

第三课时 课时内容 ‎ B let’s learn Listen, match and say 课时分析 本课时是人教版六年级下册第四单元第三课时。围绕“对季节和运动的喜好的变化”这一话题展开，主要通过对话学习单词和词组thought, could, go cycling, ice-skate, play badminton及表达自己对季节和运动的喜好变化的句型I didn’t like…before. I couldn’t … Now I love to/like…向学生渗透运动的好处，引导学生合理的运动。激发学生学习英语的热情，保持对英语学习的兴趣，树立学好英语的信心。第一课时、第二课时学习如何描述学校过去和现在的句型为本课时做了很好的铺垫。本课时的重点是四会短语的掌握以及能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。‎ 本课时包括Let’s learn 和match and say两个板块。Let’s learn呈现了吴一凡去骑自行车、滑冰、打羽毛球的三幅场景图，体现了词汇的意义。此板块呈现的对话情境是吴一凡向Mike介绍自己对季节和运动的喜好的变化，从而引出学习内容。此话题的设置，符合学生的心理，贴近学生的实际生活，能引起学生学习的共鸣，更能激发学生学习的兴趣。Listen, match and say板块是听力操练活动，由三个小语篇组成，分别由三位同学介绍自己过去和现在的变化，用于巩固操练B Let’s learn板块中的新词和重点句型。‎ 本课时虽然是新授课，但是生词较少，句型简单，所以学生很掌握容易。在设计教学过程时，遵循以学生为主体，教师为主导的原则，利用真实的生活情景展开词汇教学，采用游戏、小调查、写作等多种活动有效的活动形式巩固教学。教学方法有合作学习法、情景教学法、愉快教学法。‎ 课时目标 ‎1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton ‎2.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…‎ ‎3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。‎ ‎4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。‎ ‎5.激发学生学习英语的热情，保持学习英语的兴趣。‎ 课时重难点 ‎1. 重点 ‎（1）.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton ‎（2）.能够听、说、读、写句型I didn’t like…before. I couldn’t … Now I love to/like…‎ ‎（3）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。‎ ‎2. 难点 ‎（1）能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。‎ ‎（2）能够转述他人对季节和运动喜好运动的变化。‎ ‎ (3) 单词thought 的读音。‎ 教学准备 ‎ 课件、图片、录音机、磁带、调查表 教学过程 Step 1 Warm up ‎ ‎1. Greeting T: Good morning, everyone.‎ Ss: Good morning, teacher.‎ T: How are you today? ‎ 6‎ ‎ Ss: I’m fine, thank you. And you?‎ T: I’m fine, too. What’s the weather like today?‎ Ss: It’s sunny/hot/ warm…‎ T: What did you do yesterday/ last night/ last weekend…?‎ S1: I watched TV/ go swimming…‎ T: Did you have fun?‎ Ss: Yes,‎ T: Ok. Are you read for English?‎ Ss: Yes, we’re ready.‎ 教学意图：师生之间问候、聊天，加深学生和教师的感情，拉近师生之间的距离。）‎ ‎2. T: Great. Let’s enjoy a chant first.（播放季节儿歌。）‎ Spring is green with flowers and songs.‎ Summer is hot and the days are long.‎ Fall is golden and famers are busy.‎ Winter is gone and the year is gone.‎ ‎ ‎ ‎ ‎ ‎ ‎ 教学资源：课件 设计意图：朗朗上口的儿歌，活跃了课堂气氛，帮助学生回忆过去的知识。‎ ‎ Step 2 Lead in Ask and answer T: How many seasons are there in a year?‎ Ss: Four. ‎ T: What are they?‎ Ss: Spring, summer, fall, winter.‎ T: What season is it now?‎ Ss: It’s spring.‎ T: What can you do in spring?‎ S1: I can fly kites/…‎ S2: I can go hiking.‎ ‎…‎ T: Which season do you like best?‎ S3: I like summer best.‎ T: Why do you like summer?‎ S3: Because I can swim/…‎ T: Which season do you like best? Why?‎ S4: I like winter. Because I can make a snowman /…‎ ‎…‎ T: I all like the seasons. Because I can play these sports.‎ 设计意图：问答导入，能有效的引起学生对话题的兴趣，并使学生积极的参与课堂，主动的思考，复习旧知，为引出新知做准备。‎ Step 3 Presentation Let’s learn ‎1. Teaching “go cycling, ice-skate, play badminton.”‎ ‎ (1)展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。‎ 6‎ T: Look at the pictures. Who’s she?‎ Ss: It’s you.‎ T: Yes, it’s me. What am I doing? Look at Picture 1.‎ Ss: Going cycling. （引导学生回答。板书短语go cycling，教读，指名读，领读，齐读。）‎ T: Look at Picture 2 What am I doing?‎ Ss: Ice-skating.(板书ice-skate,联系单词ice-water和元音字母a 的发音规律，让学生自己试读，领读，齐读，指名读,注意它的现在分词。)‎ T: Look at Picture2 What am I doing?‎ Ss: Playing badminton.（板书play badminton, 将单词拆开教读，指名读，讲解play的用法。）‎ ‎ (2)Listen to the tape and follow the tape.‎ ‎ (3) Read the phrases together.‎ ‎ (4) Spell the phrases.‎ 教学资源：图片、录音机、磁带 设计意图：教读单词，引导学生联系旧知，培养学生的迁移能力和自主学习单词的能力。‎ ‎2. Learn the dialogue ‎ (1)T: Look at the pictures, who’s he?‎ Ss: Wu yifan.‎ T: From the pictures, what can you see? ( 教师展示教材中的插图。)‎ Ss: We can see Wu yian is going cycling, ice-skating and playing badminton.‎ T: During which season can we play these sports?（学生说出上述运动对应的季节。）‎ Do you think Wu yifan likes all the seasons?‎ ‎(2) 播放录音，讨论下面问题。‎ ‎ Did Wu yifan like winter before? Why or why not?‎ ‎ Does he like winter now? How do you know that?‎ ‎(3)理解对话。‎ ‎ T: Did Wu yifan like winter before? ‎ ‎ S1: No, he didn’t.‎ ‎ T: He didn’t like winter before.( 板书didn’t like…before.) Why?‎ Ss: He thought It was too cold.（学生们不会说thought, 教师引导学生说出。板书单词thought，教读,，领读，指名读。讲解too的用法，理解句子，齐读句子。）‎ T: What else?‎ Ss: He couldn’t go cycling.( 板书couldn’t，讲解couldn’t 的用法，领读，拼读，指名读，齐读句子，理解句子。) ‎ T: Does he like winter now? ‎ Ss: Yes. ‎ T: How do you know that? He says…‎ Ss: Now I love to ice-skate.(板书I love to_____. 理解句子，齐读句子。讲解love的用法。)‎ ‎(4)听录音，跟读课文。‎ ‎(5)分角色朗读课文。‎ ‎ 两人一组、分角色朗读。‎ ‎ 男生女生分角色朗读。‎ 6‎ ‎(6) 按季节归纳已学过的运动类词汇。‎ ‎ What sports can we play in different seasons?‎ ‎ Spring ‎ Summer ‎ ‎ Autumn ‎ ‎ Winter ‎ go hiking ‎ fly kites ‎ …‎ ‎ go swimming ‎ dive ‎ …‎ play football climb mountains ‎…‎ ice-skate skiing ‎…‎ ‎ ‎ ‎(7)练习句型。‎ ‎ T: Wu yifan didn’t like winter before. Which season didn’t you like before? Why? Do you like it now? Why? Please talk about it in pairs.‎ ‎ I didn’t like _______ before. I thought it was_________. I couldn’t __________.‎ ‎ Now I like/ love to ________, So I like_________.（将板书补充完整。）‎ ‎ a. 同桌之间互相交流，指名说。‎ ‎ b. 写一写。根据听到的内容，将对方对季节和运动的喜好的变化及原因，介绍一下。‎ ‎ 示例：‎ ‎ xxx is my good friend. He didn’t like ________. He thought it was_______. ‎ Now he likes/likes to________. Because he likes _____________. ‎ 教学资源：教学插图、录音机、磁带 设计意图：对话教学采用合作学习的方式，提高学习效率，发展学生与人沟通合作的能力。‎ Step 4 Presentation 1. Listen, match, and say a. 观察图片，猜测题意。‎ b. 听录音，完成题目。‎ c. 核对结果。‎ 教学资源：录音机、磁带 设计意图：听力操练活动，巩固了本节课的新词和重点句型。‎ ‎2. 小游戏 a. 造句游戏：What couldn’t you do before and what can you do now?‎ ‎ 运用I couldn’t … before.和 I can … now. 以小组为单位造句，看看哪组造句最 b.“猜动作”游戏 教师每次请一名学生上讲台，根据教师的纸条提示表演动作，台下学生猜。哪一组学生在规定的时间内猜对的句子最多的为胜利者。‎ 句子分两组，示例：‎ ‎ Before Now I couldn’t swim. I can swim.‎ I couldn’t ice-skate. I can ice-skate. ‎ ‎… …‎ 设计意图：引导学生在玩的过程中巩固所学的词汇和句子。‎ ‎3. My good friend’s changes ‎ 采访班里的一位或两位好朋友，并做总结描述。‎ ‎ 采访参考句型：Did you like spring/ yellow/ football/ maths before? ‎ What about now?‎ 6‎ ‎ ‎ Name ‎ ‎ Season ‎ Colour ‎ Subject(学科)‎ ‎ Sport ‎ ‎ 总结句型：________ liked _________ before, but now he likes__________. Because he likes to _________. He liked ________ before and now ______ is still （仍然）his/her favourite colour…‎ ‎ 教学资源：调查表 ‎ 设计意图：学生的思维不能只停留在课本上，本环节的设计进一步发展学生的思维能力和语言的表达能力。‎ Step 5 Summary T: What did you learn about this lesson?‎ 学生自由发言，教师总结。‎ ‎1.单词和短语：thought, could, go cycling, ice-skate, play badminton ‎2.表达自己对季节喜好的变化，句型：I + didn’t like + 季节+ before.‎ ‎ Now + I like +季节.‎ ‎ 3. 表达自己过去不会某种运动，句型：I couldn’t + 运动动词短语.‎ 设计意图：教师帮助学生将所学的知识进行归纳，便于学生对知识的理解和记忆。‎ 课堂作业 一、看图，补全单词，并连线。‎ ‎ 1. go c__ cl__ __ __ 2. ice-sk__ t__ 3. play b__ d m__ t__ n ‎ A. B. C.‎ 二、改错。‎ ‎ ( )1. I don’t like summer before. ________‎ ‎ A B C ‎ ( ) 2. I thought it is too cold. ________‎ ‎ A B C ‎ ( ) 3. Mike can play the badminton. ________‎ ‎ A B C 三、将下列的单词宝宝连词成句。‎ ‎ 1. couldn’t, Amy, cycling, go, before(.)‎ ‎____________________________________________________‎ ‎2. I, love, ice-skate, to, winter, in(.)‎ ‎____________________________________________________‎ ‎3. don’t, I, like, maths, now(.)‎ ‎____________________________________________________‎ 6‎ Answers:‎ 一、1. go cycling ,B 2. ice-skate, C ‎3. play badminton, A 二、1. A, didn’t / C, now 2. A, think / B, was ‎ ‎3. C, badminton ‎ 三、1. Amy couldn’t go cycling before.‎ ‎2. I love to ice-skate in winter.‎ ‎3. I don’t like maths now.‎ 板书设计 ‎ B Let’s learn ‎ ‎ I didn’t like _______ before. I thought it was_________.‎ ‎ I couldn’t ________. （想）‎ ‎ （不能）‎ ‎ Now I like/ love to ________, So I like_________.‎ 6‎