鲁教版 (五四制)六年级上册Section A教案设计

Unit6 SectionA (Grammar focus–3c) 精品教案

Teaching aims（教学目标）

1．  语言知识目标：

A)    词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .

B)    句型：Is this your…? Yes, it is./ No, it isn’t. 

                  What’s this in English? It’s a…

                                   How do you spell it?  P-E-N.

2．  语言技能目标：通过各种活动，培养学生灵活运用语言知识和创新的能力。

3．  情感目标：

A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。

B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。

C) 学习文明礼貌的询问和回答方式，拾金不昧的做人原则和助人为乐的优良品质。

4．学习策略：

A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。

B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。

C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。

D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。

Language points（语言点）

1. 词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .

2. 语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it?

3. 语言功能：询问物品属性What’s this/that…?和辨别物品所有者 Is this your/her/his…?”

Difficulties（难点）：

 词汇的教和学，多种语言结构的综合运用。

Teaching steps （教学步骤）

Lead in:

Yesterday we got to know how to ask the owner of the things. Do you still remember how to say that? OK. Let’s review it first.

Step 1: Revision

1．Ask and answer

a. Would you please make some conversations with “Is this / that ...? ”

b. Who would like to have a try in class?

2．Dictation

Read the sentences in grammar box.

2．Point out the notes

物主代词的用法；this 与 that 的区别；Is this / that ...? 的答语用it is。

【教学设计说明】

用游戏的形式复习上一节课的新单词和句型。将所要复习的单词物品放入一个布袋子中，让学生伸手进去摸，由一个学生或全班学生发问，该学生猜。使用的句型是：What's this in English? It’s a ... How do you spell that? Is this your pencil? 值得注意的是: 假如学生在小学没有学习过这些英语单词，他们将根据什么来完成老师布置的这一任务？我们可以让学生分析以下他们的思考过程，进而加以归纳，对有贡献的学生加以鼓励及表扬。我想这就是对学生学习方法或策略的指导，学生定会非常喜欢。

Section A 3a

1．Explain

a. Let’s go into activity 3 on page 33. How many things are there?

b. Yes. There are five things. And can you tell me what they are?

c. Very good! All the things here are school things. That means we use them to study.

2．Read

a. Let’s read the conversation in the box together.

b. Please translate it into Chinese by yourselves.

3．Practice

a. I would like you to practice the conversation with the five things in the picture.

b. Who would like to have a try in class?

c. Very good! Now this time, I would like you to practice the conversation with the things on the screen.

d. First, please work in pairs.

e. Now, let’s invite some pairs of you to make the conversation in class.

【教学设计说明】

老师将学生的一些物品收集上来，放在一个箱子里，请一个学生上前来，蒙上眼睛，从箱子里取出一样物品，全班学生一同发问，“What's this in English?”，这名学生猜，使用句型为“Is it a/an ...?”猜到之后，可以回座位，每位学生有两次机会猜，否则就视为失败。

Step 3: Section A 3b

a. Let’s have a game now. In this unit, we learnt to ask the owner of the things. Now let’s play a game.

b. We play the game in groups. Every group member put one school thing into a box.

c. After that, please take out one thing from the box and ask your group members “Is this your ...?” If he / she answers “Yes, it is.”  that means you win. If he / she answers “No, it isn’t.” that means you fail and have another try. Remember you just have two guesses!

d. Are you clear about the rule of the game? Let’s start the game!

【教学设计说明】

1. 以小组为单位，做 Section B-1b 的对话练习。2. 口头检查学生所练的对话。

Step 4: Play games

Put some things into the teacher’s box. Then take one thing out of the box and find the owner. You only have two guesses!

【教学设计说明】

老师收集一些学生的学习用品，请学生到前边来发问，找到用具的主人，给两次机会。

Let’s summarize what we learnt in this period.

Step 5: Homework

Try to memorize the conversation in 3.

【教学设计说明】

1．对初学者应注重兴趣的培养，宜采用游戏、唱歌、竞赛、小组合作等多种活动方式。

    2．注重因材施教，对基础不同的学生，在开始阶段应有不同层次的要求，多鼓励，少批评，甚至不批评，以充分调动每个学生学习英语的积极性。

    3．本教材一个很大的特点就是词汇丰富，教师应教会学生记忆单词的基本方法，同时，在教学中宜采用多种方式再现，帮助学生巩固记忆。

4．采用“任务型”教学方法，遵循“任务”的递进原则，把“任务链”的各个环节合理分置于各个课时当中；在设计任务型教学活动时，活动要有明确的目的和可操作性。

5．从实际出发，选择不同的教学辅助工具和手段，但任何一种教法，都应考虑如何创设语言情景，让学生尽可能在真实的语言环境中学习和体会语言。