第 6 课时（总第 44 课时）11 月 11 日 星期3 第1/2 节 初备教师：彭秀仿 主讲教师：闵芳 课 题 三 维 目 标 重点 难点 教学准备 PPT课件?课文录音?视频等。 复 备 通过图配文的形式帮助学生理解小短文的意义。引导学 能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容 ·能够学会从图片信息中推测考查点，做到有目的地去听录音，听后完成判断任务 ·培养学生良好的听力习惯，有策略地提高学生的听力水平. 能够复习并巩固本单元所学的核心单词、词组和句型。 能够在教师的引导下，启发思维，学会巩固复习和归纳总结。 Unit4 第六课时 课型：New 指 导 学 习 过 程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them into several groups and tell them, “If you can join actively, response quickly, and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.” 2. A quick review. （课件出示:图片和词组） T: Let’s get a quick review. How many hobbies can you name in these five columns: sports, art, music, outdoor activities, indoor activities? If you can name one, 3. Free talk. Talk with students about their own, their parents’ or their friends’ hobbies. Step 2: Presentation & Practice 1. “Let’s check”. (1) Make predictions. Present the pictures of “Let’s check”. (课件出示:教材P44 Let’s check板块的图片) Lead students to go over the pictures and predict the content they are going to listen. T: In the dialogues, we are going to talk about four people. They are Andy, Mike, Amy and John’s mother. What are the dialogues going to talk about? Ss: The dialogues are going to talk about their hobbies. T: Nice guess. What are their hobbies from Dialogue 1 to Dialogue 4? S1: In Dialogue 1, he likes playing football or the piano. S2: In Dialogue 2, he likes going by bus or by bike. S3: In Dialogue 3, she likes doing word puzzles or reading stories. S4: In Dialogue 4, she likes watching news or cooking. T: Good job! Let’s see whether we get the right guess. you’ll get one point for your group. （课件出示:以分类形式呈现的爱好相关的词汇） 生观察动词形式，自主学习探究，通过找关键词进行词尾转换的方式，帮助学生归纳本单元的主要语法现象，了解并学习一般现在时第三人称单数形式。 (2) Listen and tick. Play the recording. （课件出示:教材P44 Let\\'s check板块的音频） Lead students to listen to it and tick the correct pictures. Then check the answers.（课件出示:教材P44 Listen and tick的答案） (3) Listen again and fill in the blanks. Try to fill in the blanks according to the pictures before listening. Listen again and complete the sentences. Check the answers after listening.（课件出示:教材P44 Listen again and fill in the blanks的内容及答案） (4) Present the listening materials and let students read the text together. （课件出示:教材P44 Let’s check板块的听力材料） 2. “Let’s wrap it up”. （出示课件） (1) Let students observe the picture in the book and then read the passage and underline the verbs. Then lead them to fill in the blanks. Check the answers together. (2) Work in groups. Discuss about the regulations of these verbs. Lead students to put them into different groups and find out more words like these. Write down the changing rules of verbs following the singular third person on the blackboard. Present the rules on the PPT.（课件出示:动词第三人称单数形式的变化规则） (3)T: How do we use these verbs? Ss: We use them after the singular third person in the simple present tense. (Students can answer in Chinese.) T: Excellent! Here is a short passage written in the first person. Can you change it into the third person? Ss: Yes! T: Great! Let’s have a try. 带领学生逐一读图，学会从图片信息中推测考查点，预测听力文本的内容，做到有目的地去听录音。注重对学生良好听力习惯的培养，以持续提高学生的听力水平。 复习动词的一般现在时。利用问题设置，帮助学生深入理解文本，巩固本单元的核心句型。 Step 3: Consolidation & Extension 1. “Story time”. (1) Know the main characters and the main idea of the story. T: What does the squirrel look like? Ss: It is cute. It has got a big and long tail. T: Yes. Let’s get into the story and see what the story talks about the squirrel. Watch the video of “Story time”. （课件出示:教材P45 Story time板块的视频） Get the main idea. T: What does the story talk about the squirrel? Ss: It talks about the squirrel’s bushy tail. (2) Circle the verbs in the simple present tense. Ask students to read the story as fast as they can and circle the verbs in the simple present tense. Lead students to have a basic understanding of the simple present tense. (3) Read and answer the questions. Ask students to read the story carefully and try to get a better understanding. Let them think about these questions and underline the answers while reading. ①What is the Monkey King’s hobby?（The Monkey King likes reading books.） ①What is Zac’s hobby?（He likes singing and dancing very much.） ①Why was the Monkey King so angry?（He doesn’t like Zac’s music. One day, Zac sang for the king. The king was very angry.） T: So, how does the squirrel’s tail get bushy? Ss: The king shouted, “Go away!” Then he threw Zac out of the tree. From that day on, all squirrels’ tails were bushy. T: Is it a true story? Ss: … (4)Read the story. ①Read the story after the recording. Imitate the pronunciation and the intonation. ①Practice in groups. Choose a short part to perform the story. ①Ask several students to come to the front of the classroom and act out the story. 2. Summary. Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group. 板 书 设 计 培养学生学会按正确的意群及语音、语调朗读故事。以小组合作和角色表演的活动形式，引导学生恰当并熟练地运用故事中的语言。通过故事拓展阅读，丰富学生的语言表达，增加单元主题相关的语言输入 .教学活动设计循序渐进，以学生为主体，注重小组合作与交流探究，引导和启发学生思维，培教 学 反 思 养学生的自主学习能力和思维能力。 教学活动设计由词逐句，由句步入篇章，引导学生关注语言细节，复习和巩固本单元的核心语法点，提高语言表达的准确度。
unit4第六课时 - 图文
