六年級(jí)上冊(cè)英語(yǔ)教案unit4ihaveapenpal. b let's learn_人教版pep(）

六年級(jí)英語(yǔ)(上)第4單元第4課時(shí)宋以后，京師所設(shè)小學(xué)館和武學(xué)堂中的教師稱(chēng)謂皆稱(chēng)之為“教諭”。至元明清之縣學(xué)一律循之不變。明朝入選翰林院的進(jìn)士之師稱(chēng)“教習(xí)”。到清末，學(xué)堂興起，各科教師仍沿用“教習(xí)”一稱(chēng)。其實(shí)“教諭”在明清時(shí)還有學(xué)官一意，即主管縣一級(jí)的教育生員。而相應(yīng)府和州掌管教育生員者則謂“教授”和“學(xué)正”。“教授”“學(xué)正”和“教諭”的副手一律稱(chēng)“訓(xùn)導(dǎo)”。于民間，特別是漢代以后，對(duì)于在“?！被颉皩W(xué)”中傳授經(jīng)學(xué)者也稱(chēng)為“經(jīng)師”。在一些特定的講學(xué)場(chǎng)合，比如書(shū)院、皇室，也稱(chēng)教師為“院長(zhǎng)、西席、講席”等。 Unit 4 I have a pen pal 我國(guó)古代的讀書(shū)人,從上學(xué)之日起,就日誦不輟,一般在幾年內(nèi)就能識(shí)記幾千個(gè)漢字,熟記幾百篇文章,寫(xiě)出的詩(shī)文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學(xué)的今天,我們念了十幾年書(shū)的高中畢業(yè)生甚至大學(xué)生,竟提起作文就頭疼,寫(xiě)不出像樣的文章呢?呂叔湘先生早在1978年就尖銳地提出:“中小學(xué)語(yǔ)文教學(xué)效果差,中學(xué)語(yǔ)文畢業(yè)生語(yǔ)文水平低,十幾年上課總時(shí)數(shù)是9160課時(shí),語(yǔ)文是2749課時(shí),恰好是30%,十年的時(shí)間,二千七百多課時(shí),用來(lái)學(xué)本國(guó)語(yǔ)文,卻是大多數(shù)不過(guò)關(guān),豈非咄咄怪事!”尋根究底,其主要原因就是腹中無(wú)物。特別是寫(xiě)議論文,初中水平以上的學(xué)生都知道議論文的“三要素”是論點(diǎn)、論據(jù)、論證,也通曉議論文的基本結(jié)構(gòu):提出問(wèn)題分析問(wèn)題解決問(wèn)題,但真正動(dòng)起筆來(lái)就犯難了。知道“是這樣”,就是講不出“為什么”。根本原因還是無(wú)“米”下“鍋”。于是便翻開(kāi)作文集錦之類(lèi)的書(shū)大段抄起來(lái),抄人家的名言警句,抄人家的事例,不參考作文書(shū)就很難寫(xiě)出像樣的文章。所以,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學(xué)生作文的通病。要解決這個(gè)問(wèn)題,不能單在布局謀篇等寫(xiě)作技方面下功夫,必須認(rèn)識(shí)到“死記硬背”的重要性,讓學(xué)生積累足夠的“米”。 B Lets learn一般說(shuō)來(lái)，“教師”概念之形成經(jīng)歷了十分漫長(zhǎng)的歷史。楊士勛（唐初學(xué)者，四門(mén)博士）春秋谷梁傳疏曰：“師者教人以不及，故謂師為師資也”。這兒的“師資”，其實(shí)就是先秦而后歷代對(duì)教師的別稱(chēng)之一。韓非子也有云：“今有不才之子師長(zhǎng)教之弗為變”其“師長(zhǎng)”當(dāng)然也指教師。這兒的“師資”和“師長(zhǎng)”可稱(chēng)為“教師”概念的雛形，但仍說(shuō)不上是名副其實(shí)的“教師”，因?yàn)椤敖處煛北仨氁忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。 一、【教材分析】教學(xué)目標(biāo)知識(shí)目標(biāo)1.能正確聽(tīng)、說(shuō)、認(rèn)讀短語(yǔ)cooks Chinese food/studies Chinese/does word puzzles/goes hiking.2.掌握動(dòng)詞的第三人稱(chēng)單數(shù)形式。3. 能夠掌握一般現(xiàn)在時(shí)態(tài)的一版疑問(wèn)句式，并能正確的作出回答。能力目標(biāo)1.能夠積極大膽的嘗試寫(xiě)作，并能夠提高自主學(xué)習(xí)能力。2.通過(guò)同位活動(dòng)或小組活動(dòng)培養(yǎng)學(xué)生自主學(xué)習(xí)與合作學(xué)習(xí)的能力。情感目標(biāo)1.培養(yǎng)與人交往的能力和多種興趣愛(ài)好。教學(xué)重點(diǎn)1.能正確聽(tīng)、說(shuō)、認(rèn)讀四個(gè)單詞的第三人稱(chēng)單數(shù)形式：cooks /studies /does/goes.2. 能正確聽(tīng)、說(shuō)、認(rèn)讀句子：Does he live in China? No, he doesnt. He lives in Australia, but he studies Chinese.教學(xué)難點(diǎn)掌握動(dòng)詞第三人稱(chēng)單數(shù)形式的變化規(guī)則。教學(xué)方法情景教學(xué)法、任務(wù)型教學(xué)法、活動(dòng)教學(xué)法、小組合作學(xué)習(xí)法二、【教學(xué)流程】環(huán)節(jié)師生活動(dòng)二次備課I.Warm up 1.Greetings.Good morning, class. Nice to see you again. 2.Free talkT: Whats the weather like today?Ss: Its sunnyT: I want to fly a kite on the weekend. What do you often do on the weekend.Ss: I often draw picture.T: Oh, you like drawing. What about you. Ss: I often play football.T: You like sports. I often surf the internet. And I often check wit my QQ friends. Do you have QQ friends?Ss: Yes.T: How many QQ friends do you have?Ss: I have 100 QQ friends. /T: Wow，so many QQ friends. Where are your QQ friends from？Ss: They are from China.T: Do you have foreign QQ friends?Ss: No.T: And I have many foreign QQ friends. Do you want to have one?Ss: Yes. .PresentationT: Today I will introduce some foreign friends to you. Look. This is my QQ friends list. (師呈現(xiàn)男生女生的QQ list，貼黑板的兩側(cè)。)T: Please come and see my QQ friends. Look, this is my QQ list. And my QQ name is Candy. That is my English name, oh, I have a message. Who is he?Ss: John.T: Yes. John is my best QQ friends. Where does he live? Guess.Ss: Does he live in American? / Canada?/Australia?T: Look! He lives in Australia. Which city does he live?Ss: Canberra. 回答對(duì)的同學(xué)可以把自己的QQ friend 貼到黑板上。T: Yes. Canberra is the capital for Australia. And what does John say? Listen.T: Do you want to have a look at Johns QQ zone?Ss: Yes.T: Wow! Thats so cool.T: please look at John pictures together and answer my questionT: please choose the right answer.Ss: John lives in Australia. 回答對(duì)的同學(xué)可以把自己的QQ friend 貼到黑板上回答完問(wèn)題后，生把兩個(gè)句子讀一下。T: What does he often do? Lets watch again.Ss: He often go hiking. T:師貼句卡He often, 出示詞卡，goes hiking,并點(diǎn)撥es sounds /z/教讀、操練。goes hikinggoes hiking-goes hiking .操練形式：Group A,B,C,D. 開(kāi)火車(chē)?yán)首x。T: What other things does he often do?Ss: He often does word puzzles. 回答對(duì)的同學(xué)可以把自己的QQ friend 貼到黑板上T:出示詞卡教讀word puzzles. 點(diǎn)撥O 和U的發(fā)音。操練形式：Boys together/girls together. Paper, scissor and stone. Read in roles.T:Use the same way to teach cooks Chinese food/studies Chinese.2. Game. 教師將四個(gè)動(dòng)詞短語(yǔ)卡片放在講臺(tái)上，學(xué)生分成四個(gè)小組，每組派一位代表跑上講臺(tái)，領(lǐng)取卡片，拿到卡片后跑回小組前，帶讀短語(yǔ)。然后，教師讓學(xué)生比較動(dòng)詞的第三人稱(chēng)單戶型式和動(dòng)詞原形，引導(dǎo)學(xué)生總結(jié)動(dòng)詞第三人稱(chēng)單數(shù)形式的變化規(guī)則。.Practice1. Listen and repeat. 2. Group work.T: Now, you have known something about John, please talk about John in groups. And then describe John to others.3. Listen and match.T: John is my best QQ friend. Do you want to be his QQ friends? Ill give you more information about my foreign QQ friend. Look at this four, Oliver, He is from Canada. Miss Green, shes from the UK. John, hes from the USA. And Mr. Jones, hes from the UK too. And these are the things they are often do. What does Oliver often do? Can you guess?Ss: Does Oliver often do word puzzles? / goes hikingT: Now, lets listen and match.4. Brainstorm. T: Does Oliver often do word puzzles?Ss: Yes, he does.T: Does Miss Green often cook Chinese food?Ss: No, she doesnt. 回答正確的同學(xué)繼續(xù)在黑板上貼自己的QQ friend.Production 1.Read and judge “T” or “F”T: Listen, I have another massage. Who is it? Oh, its from Jane. What does he say, lets have a look. He, I have a laze cat, hahaT: A laze cat. Do you want to know the laze cat?Ss: Yes.T: Please take out your exercise paper, lets read the passage about Janes cat.Ss: Ok.2. Teacher read the passage, when the students hear the verb, the students clap their hands.3. Please find out the verbs and fill in the blanks.4.師將短文中出現(xiàn)的三單動(dòng)詞 貼在黑板上，讓學(xué)生選擇歸類(lèi)到各自的house, 然后讓學(xué)生完成課本P44頁(yè)練習(xí)。來(lái)源:5. PPT呈現(xiàn)3個(gè)foreign friends 的短文，let the students to read the information about themselves, and then communicate with your partners.ProgressSum up: What have you learned today? .作業(yè)布置Homework: 1. 1