Class 6 Textbook p.12－13教学教案设计

2016年4月中心组展示课

Unit 1 : The Talent Show Is Coming Soon. (Revision)

桥西区南菜园小学陈小安

Unit 1 : The Talent Show Is Coming Soon.(Revision)

一、Teaching Aims:

1. Knowledge aims:

① Students can listen ,speak ,read and write: talent show , guitar , drum , band , myself, play the guitar, make a band, swimmer, runner, writer, fast (faster\fastest), good /well(better\best), ②Students can listen ,speak and read: soon , yet , , pianist , violinist, right now , sth +adj , sound like +名词

③ Students can listen ,speak ,read and write the key structures:Why don’t you play the guitar?= Why not play the guitar? We need a (one more/some more) singer. Who’s the best singer?

XX sings the best. XX is the best singer.

2. Ability aims:

By the end of the lesson, the students should be able :

1. Get to know the meaning of talent show , guitar , drum , band , myself, play the guitar, make a band, swimmer, runner, writer, fast (faster\fastest), good /well(better\best),

2. Use structures like Why don’t you play the guitar?= Why not play the guitar?

We need a (one more/some more) singer. Who’s the best singer?

XX sings the best. XX is the best singer.

3. 判断并区分/t/ /d/的发音及其单词。

3. Focus of the lesson:

学生能够运用以下句型对本课所学内容进行问答交流。

Why don’t you play the guitar?= Why not play the guitar?

We need a (one more/some more) singer. Who’s the best singer?

XX sings theeto cang best. XX is the best singer.

4.Predicted area of difficulty:

1. 同义句转换:Why don’t you play the guitar?= Why not play the guitar?

2. 字母s在结尾的发音

二、Teaching methods: Task-based teaching approach, Situational language teaching, Audio-Lingual methods.

三、Teaching aids: pictures, cards, CAI

四、Teaching Procedures:

Step 1 Greetings

Step2 Warm –up

1.Introduce my favorite band to the students .

2.Divide students into two groups , if they did well done ,they can get a smiling face card .Who can get more ,who can chose the song first .

3.Enjoy the show

Step3 Presentation

1.What can you see in the show ?

guitar , guitar player , singer , drums , drummer

教师补充:bass(贝斯)bass player

设计意图:学生通过欣赏视频,复习本课重点词汇,同时作为补充拓展教师介绍课本中没有出现的职业名词以及乐器。

2 由drummer 引出

Can you say some words like “drummer , singer ,dancer, artist ”

设计意图:复习课上教师不再主动呈现旧知识,鼓励学生发散思维积极思考,将新旧知识相结合。

3.由drummer 引出介绍乐队成员之鼓手叶世荣,并利用本课重点句型介绍:

Ye Shirong is a good drummer .

He is good at playing the drums.

He is the best drummer in Asia.

学生练习该句型后展示,优秀者可获得笑脸卡片。

4 对笑脸卡片进行总结,胜利者可有优先选择听歌权利。

设计意图:歌曲全部来自给乐队,播放音乐可以活跃气氛,由学生自主决定点歌,鼓励学生积极发言,在欢乐的氛围中积极使用英语对话。

5介绍乐队成员之guitar player :Paul,欣赏Paul 在“I am a singer”节目中的精彩视频

6 Pairs work : Make a dialogue (between Paul and YeShirong)

同义句

7.复习对话中的

8.说出听到句子的同义句

Why not play the guitar ?

Why not play a game with us ?

Why not make some pancakes ?

设计意图:7、8 两步以听和说不同形式复习本课重难点句型Why don't you= Why not 9总结笑脸卡片,胜利者优先选择歌曲。

Step 4 Exercise

1.按要求完成句子

1.)I don't want to play the guitar by myself . (将I变为She)

2.)I want to do something interesting .(改为否定句)

3.)Jiaju is the best guitar player. (同义句)

2.课外阅读

1.)Read and fill in the blanks .(温馨提示:请在文中用“————”标出答案依据)

1. ( ) wants to particite in the talent show .

2. ( ) is good at playing the piano .

3. ( ) is a drummer .

2.将下列单词的划线部分根据读音归类

Jenny’

/ s /

/ z /

3.短文中I don‘t have a partner . I feel lonely .可以表达为:

A: I am very sad .

B: I don‘t want to participate in the show by myself .

4.短文中take part in 的中文意思是____

设计意图:培养学生良好的阅读习惯和兴趣,且在阅读过程中,培养学生阅读技巧,指导学生阅读策略。

Step 5 Homework

1.Copy all the four-skill words in Lesson 1

2.(选作)Write 5 sentences to introduce your favourite band.

五、Blackboard design

Unit 1 : The Talent Show Is Coming Soon.(Revision)

drummer swimmer runner

singer player visiter

dancer driver dancer

artist scientist violinist

Jenny’

/ s / Jenny’

/ z /

六、Teaching reflection

1.学生对结尾加“s”的读音掌握很好。

2.对于阅读里的知识点应该让学生多联系,老师只讲了,没有充分练习,还是没有达到效果。

3.教师应加强自我修养,语言中的过渡句单一生硬