六年级下册英语教案Unit 1 May I Speak to Kitty Part A陕旅版.docx

1、Unit 1 May I Speak to Kitty?Part A 教材分析当今时代，人们获得信息的方式已经多元化。而电脑、手机更是人们相互联系、获取信息最快捷的方式之一。本单元首先让学生根据各自的生活经验来观察、认识移动电话在生活中的作用，从而引入怎样用英语打电话，即电话用语教学，以及怎样合理使用手机的话题。单元教学的重点是电话用语，而难点在于怎样在话题讨论中锻炼学生的语用能力及与人沟通的能力。通过学习，使学生能在打电话情景中学会使用电话用语与人进行交流。比如，May I speak to .? Whos that? This is . speaking.等。语用练习中，需要掌握几个动词短

2、语：make a phone call, go on the Internet, send a message, read an e-book, send an e-mail。来源:学科网 教学目标【知识与能力目标】1. 能听、说、读、写词汇：mobile phone, make a phone call, go on the Internet, send a message, read an e-book, send an e-mail。2. 能灵活运用上述词汇。【过程与方法目标】Warming-up: Think and number, Lets learn【情感态度价值观目标】一、引导学

3、生认识移动电话在生活中的作用，并懂得如何合理使用手机。二、培养学生善于交流、善于思考的意识和能力，并引导其树立健康、乐观、积极的生活态度三、培养学生树立正确的学习态度，以及能律己、明辨是非的基本能力。 教学重难点【教学重点】mobile phone, make a phone call, go on the Internet, send a message, read an e-book, send an e-mail。【教学难点】1. Hello, may I speak to ?Sorry, is out. This is . speaking. Can I take a message?

4、Sure.2. Hello! Is that.?Yes. This is . speaking. Who is that?3. I wont use it to go on the Internet or read e-books.Ill only use it to make phone calls and learn English. 课前准备 图片，PPT 教学过程课程导入(Leading In)(1)课前问答新学期开始，师生互致问候，以下问候用语可供教师参考：T: Nice to see you again at the beginning of this term. Did you

5、have a good time during the winter holidays? Did you play with your friends? Did you call each other during the holidays?(2)新课导入 Part A Warming-up: Think and number师生互致问候之后，教师展示出电脑、收音机、电视、手机等图片，借助Part A Warming-up部分的Think and number活动导入新课。T: Here, I have some pictures. They are very useful in our da

6、ily life. Do you know what they are?师生一起用英语说出这些物品，之后让学生思考讨论。让他们按这些物品在我们日常生活中的重要程度依次排序并说明为什么。T: Which one do you think is the most useful? You can number them from 1 to 5.教师选出几位学生说元说各自的选择结果。当某一学生说到手机时，可顺势引入本节课的新词汇。Do look and choose.(1)新课展示Part A Lets learn1. 教授词组mobile phone教师承接上一环节，出示手机的图片或实物，与学生进行

7、交流：T: Look! We talked about this useful thing in our life just now. Do you know what it is in English? It is a mobile phone. Please follow me. Mobile phone. (重复几遍)2. 教授短语make a phone call教师出示教学卡片，向学生介绍：T: You can use the phone to call your friends, or call your parents. This is an important function

8、 of phone or mobile phone. Look at this picture. Read it after me. Make a phone call.(重复几遍) You can also say“make a phone call to sb.”引导学生说：Make a phone call to your friend.Make a phone call to my mother.3. 教授短语send a message教师出示教学卡片，向学生介绍：T: Sometimes you need to tell somebody something. But you do

9、nt want to make a phone call. You can send a message to him with your mobile phone. That is another function of mobile phone: send a message. Read it after me. (重复几遍)4. 教授短语read an e-book教师出示教学卡片，向学生介绍：T: Sometimes you can read books on the Internet with mobile phone. You can say“read e-books”or“rea

10、d an e-book” Read it after me. (分别重复几遍)5. 教授短语go on the Internet和send an e-mail教师出示教学卡片，向学生介绍：T: Everybody, can you use a computer?Ss: Yes!T: What do you often do on your computer?Ss: .T: Please look here. You can go on the Internet and send an e-mail.Ss: Yes! We can . (将go on the Internet和send an e

11、-mail分别重复几遍）(2)巩固活动1. 教师播放录音，让学生听并跟读Lets learn部分的词汇。2. 教师出示Lets learn部分的词汇图片，让学生看图快速说出相应的词汇。来源:ZXXK(1)新课展示Part A: Lets talk1. 教师提出问题，并播放Lets talk部分对话录音的前半部分，让学生带着问题感知对话内容：What are they doing?Who are speaking?为了让学生更直观地了解对话，教师可在播放录音之前先用手机播放一段铃声。这样，电话铃声一响，学生们就可以明白这是一段电话录音。听完一遍录音后，教师可选出几名学生试着回答上面的两个问题，看

12、学生是否弄清楚了打电话双方分别是Liu Zhaoyang和Cathy。并能答出：They are making a phone call.或They are talking on the phone.2. 教师再次播放此段录音，帮助学生理解对话内容。(1) 理解电话用语May I speak to .? & This is.T: When you want to speak to someone on the phone, you can ask, “MayI speak to.? ”When you answer a phone in English, you must say “This

13、is .”You cannot say “I am .” on the phone.(教师做出打电话的样子) For example, “Hello! This is Mr. Zhao. May I speak to Kevin?”板书句型：May I speak to.?This is.让学生两人一组练习接通电活的用语：A: Hello, this is A. May I speak to B?B: Hello, this is B.(2) 理解电话用语Sorry, B is out. Can I take a message? Could you please ask . to call

14、me?T: When someone isnt here near the phone. You can answer the call like this, “Sorry, he / she is out. Can I take a message?”来源:学|科|网Z|X|X|KWhen you want him / her to call you later, you can say, “Could you please ask him / her to call me?”教学小贴士Could you please.? 用来表示“请求别人做某事”。可以理解为“请你好吗？” 语气比较委婉。

15、对方听起来会显得更加客气，含有尊敬的意味。再让学生两人一组练一练这样打电话的情景：A: Hello, this is A. May I speak to B?C: Sorry, B is out. This is C. Can I take a message?A: Could you please ask B to call me?C: OK.(3)板书句子：Ill tell her when she comes back.她回来时我告诉她。sb. will do sth. when .这样的句子用来表达“在某时某人会做某事”。该句型只要学生理解、会用就行，不必介绍太深的语法。这是一个复合句

16、，when引导的是时间状语从句，如：Ill do some housework when I go home.The teacher will help us when we have difficulties.3. 教师播放Lets talk部分对话及录音的后半部分。(1)让学生听录音，了解电话用语Is that. ? & Who is that?T: On the phone, if you want to know who is speaking to you, you can ask Is that .? or“Who is that? ”. You cant say“Are you

17、. ? ” or “Who are you? ” For example, “Hello! Who is that? Is that . (speaking)?”教师做出打电话的样子，提到班里谁的名字时就让该生作出一定反应。如：Yes, this is . (speaking)或No, this is .板书句型：Is that.?/ Who is that?教学小贴士英语的电话用语同中文的有很大的不同，如：May I speak to.? 相当于中文的：请找一下X X X。或我找X X X。而我是X X X。用英文表达则是This is.。另外，当需要询问对方是谁时，要这样问：Who is

18、that?/ Is that .? 回答则是：This is ./ Yes / No, this is .让学生两人一组试若练一练：A: Hello, this is A. May I speak to B?B: This is B (speaking). Who is that? / Is that.?A: This is . / Yes. This is . (speaking).(2) 教师再次播放该部分录音，帮助学生理解对话内容，弄清楚对话大概提到了什么事情。如：可以检查学生听完一遍有没有抓住went shopping, bought me a mobile phone, play g

19、ames on it等谈话信息。进行此环节时，教师可提问并让学生试着回答问题：who went shopping this morning? Who had a mobile phone? What will Kitty use it to do?(2)巩固活动1. 教师播放Lets talk部分的完整录音，让学生各自小声跟读并勾画出打电话时的基本用语。观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大

20、小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，

21、让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。2. 小组活动，分角色进行对话朗读练习。Summary其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向

22、高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。Homework其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。 教学反思略。