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PEP六年級上冊Unit3教案設計
PEP英語六年級——《PEP六年級上冊Unit3 What are you going to do?》
教學設計
一、學生分析：
1、小學生隨著年級的增長舉手回答問題的人越來越少，特別是六年級學生不敢舉手或者不愿意舉手回答問題。原因是小學生在英語課堂上自信心不足，從而導致不舉手回答問題。
2、過三年多的學習已經(jīng)擁有較強的自學能力，打下了較好的英語語言基礎，具備小組合作學習和探究學習的能力�？梢蚤_始培養(yǎng)他們的自主學習。
二、內容分析：
本課時內容是將來時態(tài)”be going to”重點是詢問并回答未來幾天或周末的活動安排，主要句型是：”What are you going to do? I’m going to … ” 要求學生能在實際語言環(huán)境中熟練運用。
2．重點與難點
聽、說、認讀 Let’s read 部分的對話。
三、教學目標：
1、能夠聽、說、認讀 Let’s read 部分的對話；
2、能夠根據(jù)對話內容回答文后的問題；
3、能夠就自己20年后的理想狀況進行討論。
四、教學準備用具
小黑板、錄音機、磁帶、人物圖片、職業(yè)卡片
教學實錄
Step 1:溫故知新，創(chuàng)設愉快學習氛圍。，根據(jù)教材及小學生的年齡特點，我在進入新課前先讓學生唱自編歌謠。如：（Chant）
GS: What are going to do? (twice each time)Play football, Play football
BS: I’m going to ply football.(如此不斷替換新詞)這樣不但可復習大量舊詞組：take pictures, play chess, play games, plant tree, watch TV, go chopping, go hiking and so on 且可較好操練新句型�！盬hat are you going to do? I’m going to…
Step 2:站起來，你說我說大家說，提高自信心 自由問答（教師不點名，讓學生勇敢站起來one by one 問答）
Step 3:Game:Guessing:”What is she /he going to do? She /He is going to …” 增強學習的趣味性，導入新課。出示人名圖片。（在背面寫將要干的事情）（John, Amy.WuYifan,Zhang Peng Sarah）
E.g. 一What is Amy going to do this weekend? Guess!
一 She is going to…
T: What is Sarah going to do this afternoon? Let’s have a look.(卡片后沒寫任何東西)
Oh, There’s nothing. Today Let’s learn.
Unis 3 B Let’s read” and find out.
Step 4:學習新課，講究方法
1、Read and circle your new words.(學生共同找出新單詞，并板書)
NW：need , else , use
plant trees
some plants ----- 對比學習
plant shop /
2、Listen the tape and try to learn by yourself.
a.First time: Just listen.
b.Second time: listen and follow.
c. Third time:listen and follow loudly.
3、Learn the new words and sentences.(ss try .T help and explain)
4、Reading
a. Follow the teacher.
b. Read together
c.Read in group. (Use the way they like)
(小組內可選擇自己喜歡的方式讀，教師指導閱讀方式，強調語音、語調、語速)
d.小組讀書比賽，突破“讀”
5、Writing
Finish the exercises(課后練習和教師增加的課外題)
More exercises: 5)What are you going to do this weekend?
6)What is your father going to do this afternoon?
7)What are you going to be in the future?
Step 5: 課外拓展，施展才華，真我風彩/你演我演大家樂�。ǜ木幓蛘昭軱et’s read 的對話）
Eg:(學生編的內容)
A：Hello,Peter,What are you going to do this weekend?
B：I’m going to the bookstore . I want to buy some comic books .What are you?
A：I’m going to the bookstore ,too. I want to buy some post cards.
B：Let’s go together.
A：Great!
B：When are we going?
A：On Saturday morning.
B：OK.
A：See you then.
Step 6 :小結本課內容
教學反思
本節(jié)課的內容我選自人教版PEP六年級上冊Unit3 What are you going to do?的最后一課時；B Let’s read，在備課的過程中，我對教材進行了一定的加工，根據(jù)學生的實際生活，延深、擴展了教材的內容。除了教授課文中的重點句型外，還擴充了句型的多人稱變化及特殊疑問句what when where how在一般將來時的運用，同時讓學生自主創(chuàng)設情境，操練所學過的語言文化知識�，F(xiàn)將我對這節(jié)課的整體思路闡述如下：
一、 導入、呈現(xiàn)新內容較自然
在本節(jié)課中，我從輕松愉快的chant引入通過chant 引出主要句型同時復習大量的動詞短語為本課所學的內容及拓展做好準備.讓學生站起來，你說我說大家說，提高自信心 自由問答，有效激發(fā)學生的學習興趣和信心！通過游戲Guessing增強學習的趣味性，自然導入新課。
二、 自主學習，發(fā)揮學生的表演才能，在真實的情景中靈活的運用英語。
英語作為一門語言，應體現(xiàn)它的交際功能，我一貫認為學生會應用英語是關鍵。給學生自由發(fā)揮的空間，通過小組合作學習新的語言，互相幫助努力完成共同的任務。通過小組之間的競爭有效激發(fā)他們的學習熱情。讓他們充分的發(fā)揮想象，運用所學的內容自編自演談話場景。這樣學生可以活學活用英語，同時也培養(yǎng)了學生的表演才能。有的學生極有想象力和創(chuàng)造力，能夠有一些新點子自創(chuàng)情境，而且往往不局限于本節(jié)的內容。學生的表演的成功與否是我教學的落實與否的一大衡量標準。
PEP英語五年級——PEP BOOK 5 UNIT 1第五六課時
第五課時:
一、教學目標與要求
1．能聽懂、會說：襑hos that young lady? Shes our principal．Is she strict? Yes, she is．/ No, she isnt．?等句型并能在情景中熟練運用。
2．能夠完成本單元Lets check部分，對一個單元的學習進行階段性評價。
二、教學重、難點分析
1．本課時需要重點掌握的句型：Whos that young lady? Shes our principal．Is she strict? Yes, she is．Is she active? No, she isnt．Shes quiet．要求學生能在相似的情景中正確替換句中關鍵詞，練習新語言。
2．本課時的難點是一般疑問句“Is he / she ... ?”及其肯定和否定回答。
三、課前準備
1．教師準備一幅本課時的教學掛圖。
2．教師準備本課時所需的人物圖片，最好是能夠直接粘貼在黑板上的人物形象圖片。
3．教師和學生共同準備學校里一些教師的照片或圖片。
4．教師準備錄音機及該課時錄音帶。
四、教學步驟和建議
1．熱身（Warm-up）
�。�1）新編歌謠大比拼：讓學生改編第四課時的歌謠，進行匯報演出，班內評選出最佳創(chuàng)意獎、最幽默獎、最貼切獎等。
（2）日�？谡Z練習�？煞疟締卧谝皇赘柚{的錄音，讓學生隨節(jié)奏吟唱：
A: My math teacher is very smart．
B: My English teacher has a kind heart．
C: My P．E．teacher is very strong．
D: My music teacher sings nice songs．
2．預習（Preview）
利用第四課時中學過的單詞和句型：“Whos your principal? Miss Lin．Is she young? No, shes old．Shes very kind．”結合人物照片或圖片替換句型中的關鍵詞，復習上一課時所學的四會單詞，并為本課時學習句型做好準備。
3．新課呈現(xiàn)（Presentation）
Lets talk
�。�1）通過觀看配套的教學VCD或者掛圖，讓學生對對話中的年輕校長有一定的感性認識，然后要求學生對該校長進行簡單描述，再開始對話學習，重點把握strict, active, quiet這幾個單詞在句子中的意思。
�。�2）教師出示Lets talk部分三張?zhí)鎿Q圖，描述其中一張的人物特征，讓學生猜測是哪一位教師。三張圖片分別表示的個性特征為smart, kind和funny�？勺寣W生參照所給句型替換關鍵詞，操練所學語言。再請幾組學生做演示，其他學生做評價。
（3）聽錄音，跟讀對話，指導學生口頭操練一般疑問句“Is he / she ... ?”及其肯定和否定回答。可在班內做“我的朋友是誰”的游戲。具體步驟如下：一名學生表述：I have a new friend．教師引導大家用一般疑問句詢問相關信息：A boy or girl? Is he / she tall / short / quiet / active ... ? 直到最后猜出：Is he / she××?游戲過程中該生始終回答：Yes, he / she is．或No, he / she isnt．
Group work
教師在學生較為熟練地掌握了新句式后簡單描述學生比較熟悉的某位教師，如：Shes our teacher．Shes kind．Whos she? Guess! 請學生用一般疑問句發(fā)問，獲得有關該教師更為詳細的信息，如：Is she young? Is she pretty? 等等，然后作答，看哪位學生能最快猜出這位教師是誰。
Lets try
聽錄音，完成學生用書Lets try部分的練習。錄音內容如下：
Boy: Whos that man?
Girl: Hes our new art teacher．
Boy: Hes so tall．
Girl: Yes．
Boy: Is he strict?
Girl: Yes, but hes very funny．
Whos the man theyre talking about?
Lets check
播放錄音，讓學生根據(jù)錄音內容給四張小圖排序，進行單元評價。錄音內容如下：
①Girl: Whos your Chinese teacher?
Boy: Mr Wu．Hes short and strong．
Girl: Is he strict?
Boy: Yes, but hes very kind．
�、贐oy: Whos that woman?
Girl: Shes our art teacher．
Boy: Shes very young．
Girl: Yes．Shes a university student．
�、跥irl: Look at that man! Is he your P．E．teacher?
Boy: No, he isnt．Hes our science teacher．
Girl: Hes tall and strong．
Boy: Yes, he is．
④Boy: We have a new English teacher．
Girl: Whats he like?
Boy: Hes old and funny．We all like him．
4．鞏固和延伸 （Consolidation and extension）
�。�1）讓學生做B Lets talk部分的活動手冊配套練習。
（2）讓學生聽Lets talk部分的錄音，讀給朋友或家長聽。
（3）讓學生描述某位教師的體貌或個性特征，可以是學生所熟悉的教師，也可以是他們心目中的優(yōu)秀教師形象�？蓞⒄照Z言：I want an English teacher．She is pretty．She speaks English well．Shes tall and thin．Shes very funny．Shes our friend．
第六課時:
一、教學目標與要求
1．能聽懂、會說：I have a new math teacher．Her class is so much fun．Really? Whats she like? Shes young and pretty．Shes a university student．等句子并能在情景中正確運用。
2．能夠聽、說、讀、寫兩組四會掌握句子，并理解篇章意義。
3．能夠按照對方描述大體繪出人物形象，完成Talk and draw中的任務。
二、教學重、難點分析
1．本課時需要重點掌握的句型：Is she quiet? No, she isnt．Shes very active．Is she strict? Yes, she is, but shes very kind．要求學生能在相似的情景中替換關鍵詞，正確運用新句式，并重點掌握這兩組四會句型的書寫。
2．本課時難點Task time是教材的選學部分，教師可根據(jù)教學實際安排學生課下以小組為單位制作賀卡，然后在班內展示。注意引導學生在展示時盡量多使用本單元所學新語言。
三、課前準備
1．教師準備一幅本課時的教學掛圖。
2．教師準備本課時所需的人物圖片，最好是能夠直接粘貼在黑板上的人物形象圖片。
3．教師和學生共同準備學校里一些教師的照片或圖片。
4．教師準備錄音機及錄音帶。
5．學生準備本課時所需的單詞卡片和人物卡片。
6．教師和學生共同準備制作教師節(jié)賀卡的紙張和工具。
四、教學步驟和建議
1．熱身（Warm-up）
（1）故事表演：讓學生在課堂上表演自己編排的故事，教師要鼓勵學生主動使用所學新語言。
�。�2）日�？谡Z練習，內容可參考如下：
A: Whos this man?
B: Hes our new math teacher．
C: Is he strict?
A: Yes, he is．
2．預習（Preview）
結合單詞卡片復習所學的四會單詞，可讓學生進行口頭拼讀比賽。
3．新課呈現(xiàn)（Presentation）
Read and write
�。�1）教師先讓學生仔細看本部分掛圖，請學生描述圖中女教師，敘述錯誤也沒關系，鼓勵學生盡量多說。
（2）學生閱讀對話，提出不理解的單詞和句子，教師解答或請其他學生嘗試解答。
�。�3）看掛圖、聽錄音帶跟讀對話，注意理解和體會，然后完成句子填空。
（4）教師指導書寫，讓學生在練習本上仿寫句子，可進行“看誰寫得好”的競賽活動。
Talk and draw
教師可以先請一名擅長畫畫的學生到黑板前做示范。請另一名學生口頭描述某位教師，由擅長畫畫的學生根據(jù)描述畫出這位教師的形象，畫好后進行總結描述，并請全體學生進行評價。這項任務可以同桌練習，也可以小組完成。教師需注意不要讓學生只著眼于繪畫，要注意在畫的過程中操練所學的對話。
Task time
這部分是本單元的選學部分，可視教學實際靈活安排。在時間充裕的情況下可以放在課內完成。教師要注意組織并引導學生完成任務，同時鼓勵他們多使用所學語言。該項任務可以讓學生獨立完成，也可以由小組共同設計完成。在制作過程中，要注意培養(yǎng)學生的合作精神，鼓勵學生嘗試用英語解決問題、交流信息。
4．鞏固和延伸（Consolidation and extension）
�。�1）讓學生做B部分Read and write的活動手冊配套練習。
�。�2）讓學生聽 Read and write部分的錄音，讀給朋友或家長聽，并寫一寫四會句型。
�。�3）讓學生參照Task time說一說，做一做，設計更多的卡片送給喜歡的教師。
�。�4）教師將學生設計的教師卡進行展覽和評價。
PEP英語五年級——PEP Book5 Unit3 Part B
教學詳案
1.教學內容: Unit3 Part B “Let’s Learn” & “Let’s Chant”。
2.教學目標：
知識技能：
a.能夠聽、說、讀、寫本課時的四會單詞:tasty, salty, sweet, sour, fresh, 并認讀單詞healthy。
b.能夠說唱歌謠，并能理解其含義。
c.了解與本課時有關的，學生想知道的詞。
情感態(tài)度：感受學習生活中的英語的樂趣，體會英語就在身邊感覺，延續(xù)孩子們學習英語的興趣。
3.教學重點： 四會tasty, salty, sweet, sour, fresh五個單詞。
4.教學難點：healthy的發(fā)音。
5.課前準備：
三杯剛用開水調的溶液（一杯里放稍多的鹽，一杯里放稍多的糖，最后一杯里倒上一些醋）；一把小湯匙；磁帶（Song & learn）；本單元的單詞卡片；吸鐵石；活動手冊及其磁帶；紙袋；兩束野花（一束新鮮的，一束焉兒了的）。
6.教學步驟及說明：(注：{}內的為說明的內容)
I. Warm-up:
A. Sing the song “What Do You H***e For Lunch?”.
B. Free talk:
Ha! Boys and girls, what day is it today?
What do you h***e on Fridays?
What’s the weather like today?
What do you h***e for lunch today?
What about you?
…
{主要為鞏固此單元之前的一些主要句型及單詞，將學生帶入英語學習的氛圍。}
……（Waiting）
PEP英語五年級——pep小學英語第五冊教案（Unit3）
教學內容： Let’s start Main scene Let’s chant A. Let’s learn Group work
教學目標：
Be able to listen, say, read and write four-skills words: tomato, tofu, green beans fish, potato, eggplant.
Can recognize the words: cabbage, mutton, pork.
Grasp the drill: What would you like for lunch?
Can listen and chant.
重點難點： Four-skills words and sentences..
教具準備： Recorder, tape, picture, cards, color pens, white papers.。
教學過程
Step I warm up
Sing a song
Review the words
Review the structures: What would you like four lunch/…?
I’d like…
StepⅡ Preview
Listen and chant (Book4 unit6 B. Let’s chant)
Let’s start
T shows the picture then says: I’m yummy to eat. I’m yellow and long. I grow on the tree. My name begins with the letter as “bee”. What am I?
(Let Ss guess: What’s this?)
StepⅢ Presentation
Let’s learn
a. Guess: I’m yummy to eat. I’m red and round. I grow on the ground. My name begins with the letter as “tea”. What am I? – tomato
b. T shows the word card, reads the word“tomato”, Ss read and spell it: t-o-m-a-t-o, tomato.
c. Teach the other words.
Play game: T: eggplant. Ss: purple…
T: red. Ss: tomato…
…
Listen to the tape and read the words: cabbage, tomato, tofu, eggplant, mutton, fish, potato, green beans.
Have a race: Spell the four-skills words quickly.
Let’s chant
Learn to chant: What would you like for lunch?
3. Group work
Step IV Consolidation and extension
Action 1: 編謎語
Action 2: 做調查( What would you like for breakfast/lunch/supper… I’d like…)
Do exercises
Listen and repeat
教學反思
單詞和句型在第四冊中都以接觸過，學生掌握較快；在一些名詞的單復數(shù)上問題較多，主要表現(xiàn)可數(shù)和不可數(shù)名詞以及詞的變化上。
課 題： Unit3 What’s your favourite food?
教學內容： A .Let’s try Let’s talk Talk and match C. Let’s sing
教學目標： Understand and be able to use: What do you have for lunch today? I have eggplant…
Understand the command and do.
能夠了解中國一些傳統(tǒng)食物所蘊含的文化。
重點難點： Important point: What do you have for lunch today?
Difficult point: the difference between “What would you like for lunch?” with “What do you have for lunch today?”
教具準備： Recorder, tape, picture, word cards.
教學過程
Step I warm up
Sing a song: “What Do You Have for Lunch?”
Dialogue practice (S1-S2):
S1: What would you like for lunch/…?
S2: I’d like…
StepⅡ Preview
檢查調查情況“What do you have for lunch/breakfast/dinner?”
Let’s try
Listen and tick or cross: ① Amy: I’m hungry.
Chen Jie: What do you have for lunch today?
Amy: I have green beans and tofu.
�、� Zhang Peng: Hi, John. What do you have for lunch today?
John: I have cabbage and beef.
StepⅢ Presentation
Let’s talk
T: What would you like for lunch? Ss:…
T: What do you have for lunch today? T: I have…
T-S practise
(2 )S-S practise.
(3)Listen and read after the tape.
Talk and match
Good to know
Step IV Consolidation and extension
找朋友: communicate each other with :“I have fish for lunch today. Do you have fish/pork…? What do you have for lunch today?”
學生收集外國具有代表性的節(jié)日食物的信息。
Do exercise(Activity-book5)
Listen to the tape and repeat.
教學反思
句型較容易，學生容易掌握，但在區(qū)分I‘d like 和 I like時要多加練習。
課 題： Unit3 What’s your favourite food ?
教學內容： A. Read and write Group work C. Let’s sing
教學目標： Grasp the four-skills sentences: What do you have for lunch on Mondays? We have tomatoes, tofu and fish.
Understand the dialogues of “Read and write”.
understand and sing the song “What Do You Have for Lunch?”
重點難點： Four-skills sentences: What do you have for lunch on Mondays? We have…
教具準備： Recorder, tape, picture, School Menu.
教學過程
Step I warm up
Sing a song
Daily dialogue:
A: What day is it today?
B: It’s Monday.
A: What do you have for lunch?
B: I have…What about you?
B: I have…
StepⅡ Preview
Listen and chant(Book4 Recycle1)
StepⅢ Presentation
Read and write
T asks: What day is it today? What do we have on Monday? What do you have on Mondays?
Ss:…
T shows a School Menu: Let’s see together.
Ss communicate in groups, then make a School Menu.
(T praises the best: That sounds good.)
Listen and read after the tape, finish the sentences.
Practise the new structures: What do you have for lunch on Mondays? We have…
2. Group work
Step IV Consolidation and extension
1.Action:幸運“52”
Make a dialogue and play.
Do exercise.
Listen to the tape and repeat.
教學反思
本課要注意在實際情境中的實際運用，通過練習幫助學生掌握四會句子。
課 題： Unit3 What’s your favorite food?
教學內容： B. Let’s learn Let’s chant C. Story time
教學目標： Be able to listen, say, read and write four-skills words: tasty, salty, sweet, sour, fresh.
Be able to recognize “healthy”.
Understand and can listen and chant.
Good to know the story.
重點難點： Important point: four-skills words.
Difficult point: the pronunciation of“healthy”.
教具準備： Recorder, tape, picture, word cards.
教學過程
Step I warm up
Sing a song
Daily dialogue: What do you have for lunch on Mondays…?
I/We have…
StepⅡ Preview
Sing and do“An Apple a Day”.
StepⅢ Presentation
Let’s learn
(1)T shows some fruits, let Ss say out. T: Yes, they are very fresh.
Read the word“fresh”.
(2)Sing a song“An apple a day keeps doctors away”.
T: Yes, we must eat some fresh fruits to keep healthy.
Ss read the word: healthy.
(3)T shows some salty, sweet, sour, let Ss taste, then read the words.
(4)T tastes the sweet and says:“ Mm, it’s tasty. It’s my favorite.” Then let Ss taste and say“It’s tasty. It’s my favorite. ”
(5)用不同的水果來操練句型“It’s tasty.It’s my favourite.”
(6)教師出示三杯溶液,讓一學生嘗并做出面部表情，然后讓其他學生猜單詞。
(7)Listen to the tape and read the words.
(8)T shows the word card quickly, Ss spell the words quickly.
2. Let’s chant
Step IV Consolidation and extension
Action1:猜味道.
Story time
Do exercise.
Listen to the tape and repeat.
讓學生搜集有關食品的廣告信
教學反思
應該讓學生從實際的體驗中來領會英語單詞的含義，即使不能完全符合語法要求也讓學生自己去體會。
課 題： Unit3 What’s your favourite food?
教學內容： B. Let’s learn Let’s chant C. Story time
教學目標：
Understand and be able to say and use: What’s your favourite food? I/We like…
Understand the content of “Let’s try”, finish the exercise alone.
Make a advertisement.
重點難點： Important point: What’s your favourite food? I like…
Difficult point: the pronunciation of “favourite”.
教具準備： Recorder, tape, word cards, color pens.
教學過程
Step I warm up
Sing a song“What Would You Like?”
Daily dialogue:
A: Do you like…?
B: Yes, they’re sweet…/ No, they’re sour…
StepⅡ Preview
Let’s chant ?(Part B Let’s chant)
Let’s try:
Girl: Do you like bananas?
Boy: Yes, they’re sweet.
Boy: Do you like tomatoes?
Girl: Yes, they’re fresh.
Girl: What’s your favourite food?
Boy: Beef, it’s healthy.
Boy: Do you like ice-cream?
Girl: Yes, it’s tasty.
StepⅢ Presentation
Let’s talk
T shows some food and says: I like chicken, beef and fish.
T points the beef and says: I like beef. (Draw a smile face)
T points the chicken and says: I like chicken better. (Draw two smile faces)
T points the fish and says: I like fish best. (Draw three smile faces) So, my favourite food is fish.
T shows the card and read: favourite, What’s your favourite food?
T-S practise: What’s your favourite food?/I like…
S-s practice: What’s your favourite food/fruit/drink?
I like …
Listen to the tape and read.
Pair work
Task time
Step IV Consolidation and extension
Action1: To be a advertiser
Action2: Let’s chant: What’s your favourite fruit? Lemons are my favourite fruit…
Do exercise.
Listen to the tape and read
教學反思
多聯(lián)系實際是最主要的教學方法，讓學生從實際的生活中去體會英語學習的樂趣。
課 題： Unit3 What’s your favourite food?
教學內容： B.Read and write Group work C. Pronunciation Let’s check
教學目標： Grasp the four-skills sentences: What’s your favourite fruit? I like apples. They’re sweet. I don’t like grapes. They’re sour.
Understand the dialogue in “Read and write”, then fill in the blanks.
理解字母組合的發(fā)音規(guī)則，讀出相關的單詞。
Finish “Let’s check”.
重點難點： Important point: four-skills sentences.
Difficult point: How to spell and write the word“favourite”.
教具準備： Recorder, tape, pictures.
教學過程 Step I warm up
Let’s sing“My New Teacher”.
Daily dialogue:
A: What’s your favourite food?
B: I like…They’re…What about you?
StepⅡ Preview
Advertisement show
S-s practices: What’s your favourite food/fruit? I like…
StepⅢ Presentation
Read and write
>T shows an advertising picture, let Ss ask: What’s your favourite fruit?
T: I like apples. They are sweet. (T takes out an apple and tastes.)
T: I don’t like grapes. They are sour. (T takes out grape and tastes.)
Ss taste and practise the structures.
T shows the picture and says: Look! What’s Zoom’s favourite food? Can he have it? Why? Let’s listen to the tape. Ss read the dialogue by themselves.
Finish the sentences.
Copy the four-skills sentences.
Group work
Pronunciation
Ow crow flow show window snow yellow grow slow willow
Oa coat float boat goat road coach
Fl flag flat flower floor fly flow flame flesh
Fr free from front fruit fresh frog frost fry
4. Let’s check
Step IV Consolidation and extension
讓學生認讀主頁上的語言，并將其中內容串起來表演成小短劇。
Write the four-skills sentences and words.
Read the words include“ow, fl, oa, fr”.
Do exercise in Activity Book.
教學反思
該部分內容中語音部分還是最重要，學的時候學生比較容易接受，但在記憶單詞時卻作用不大，應加強這方面的訓練。
PEP英語四年級——PEP BOOK3 Unit 1 My Classroom（六）
1.Teaching aids
A tape-recorder
2.Teaching aims
Review the last unit.
Check the knowledge they have learned in this unit.
3.Teaching steps
(1)Greet to each other. And talk about the date and the weather.
(2)Review
A: The teacher let some ones to write the letters on the board and check their homework.
B: Divide the students in to several groups. Talk about the pictures they’ve painted. Then choose 2 or 3 groups to describe their ideal classroom.
C: Each of the groups can make up a dialogue by using the pictures on the textbook and the bag and the ball that the teacher gives them. Then choose 4 groups to act. Listen to the tape and practice it in groups.
Ask some one what is the main idea of the story and let him show the main idea to the students in Chinese. Then read the story together. Let the students know what is a bee. At last, point out the important points and let them remember them.
Greeting sentences
“Thank you. Excuse me. After you.” Tell the importance of these sentences to the whole class. Then ask them to make up a dialogue with these sentences. Let some groups to act out their plays.
Next, listen to the story.
4.Homework 作業(yè)
Let the students remember all the word and expressions that appeared in the text. Memorize every text in this unit.
課后反思：禮貌用語的學習在于實際生活中的應用。鼓勵學生在生活中嘗試用禮貌英語交流。
PEP英語四年級——PEP Book 3 Unit3 B Let’s talk
一、 教學目標
1 、知識目標
(1)、能聽懂,會說:What’s her name? Her name is… He/ She likes…
(2)、能聽懂,會說:Boy or girl ?以及其它帶有or的句子。
(3)、學說Let’s chant的歌謠 。
2、能力目標
能綜合運用 He/She has… He/She is… He/She likes…等句型對人物外貌性格特征和愛好進行描述。
3、情感、文化、策略等有關目標
使學生懂得
二、教學重、難點
1、重點：學會句型“What’s her name? Her name is…”在情景中進行問答。
2、難點：（1）學說Let’s chant的歌謠 。
（2）He ，she，his，her的區(qū)別與運用。
教學過程
Step 1 Warm-up
1 、Let’s do: Listen to music. Do sport. Paint. Make friends. Play computer games.
2、 Free talk
T: I’m happy today.Because so many teachers and your dad or mom are here.Are you happy?
Ss: Yes.
T and Ss: Clap hands and say“welcome”.
3 T:First,let’s sing English songs for your dad or mom,ok?
Ss:Sing the songs“Books and Pencils” and “ Friends”
Step2 Presentation
1、Game：Ask and answer：How many friends do you have？ I have…
2、T: I have many friends. Do you want to make friends with them? Now,they are coming.
3、CAI:Guess,short or tall? Thin or strong? Boy or girl?
Boy or girl? A boy. Who’s he? He’s John/Zhang Peng. What’s his name?His name is John/Zhang Peng.
Girl or boy? A girl. Who’s she? She’s Chen Jie/Amy. What’s her name?Her name is Chen Jie/Amy.
4 Let’s chant
His,his,his name is John. His,his,his name is Zhang Peng.
Her,her,her name is Amy. Her,her,her name is Chen Jie.
5 Make up a new chant.
6 T:John and Chen Jie are classmates. They have friends.Who’s Chen Jie’s friend?Who’s John’s friend? Let’s listen and look.
(1)Flash
(2)Ask and answer the questions:
Who’s Chen Jie’s friend? Who’s John’s friend?
7 Ss:Listen and read after the tape two times,then answer the questions:
What’s Amy like? What does Amy like?
What’s Zhang Peng like? What does Zhang Peng like?
8 Role play:男女同學練,同桌練,然后請三對同學反饋
Step 3 Extension
CAI:永遠的朋友
Step 4 Let’s chant
Step 5 Do the workbook.
板書設計
Who’s he? He’s _____. Who’s she? She’s________.
What’s his name? His name is____. What’s her name? Her name is_____.
He’s______________. She’s ___________________.
He likes___________. She likes_________________.
Boy or Girl ?
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