人教pep版六年级英语上册The fourth period(第四课时)

2020年最新

The fourth period（第四课时）

Part B Let’s learn & Play card games

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教学内容与目标

课时教学内容

课时教学目标

·通过图片、课件等，结合教材中陈杰、吴一凡、Mike和Oliver在不同情境中表现的不同

情绪和感受，以及教师、父母和朋友分别提出了针对性的建议来疏导他们情绪的场景，

Let’s learn

学会听、说、读、写词组：e a doctor, do more exerci, wear warm clothes, take a deep breath,

count to ten

·能够熟练运用句型“You should…”提出合理建议

·能够根据同伴抽到卡片的内容，提出相应的建议

Play card games

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教学重点

能够听、说、读、写并熟练运用下列词组：e a doctor, do more exerci, wear warm clothes, take

a deep breath, count to ten。

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教学难点

能够用所学词组和句型来针对不同情况提出合理建议。

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教学准备

1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2. PPT课件、课文录音、视频、卡片等。

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教学过程

Step 1: Warm-up & Revision & Lead-in

1. Greetings.

2. Revision.

Show the pictures on page 60 to students. Talk about the pictures

with students.（课件出示：教材P60 Let’s talk板块下方的图片）

Students talk about the pictures in pairs.

A: What’s wrong with you?

B: I’m angry.

A: Don’t be angry. You should take a deep breath.

…

3. Free talk.

Prepare the word cards about “ill, sad, angry, worried”.

Ask veral students to choo one card and act it out.

T: What’s wrong with him/ her?

Ss: Are you ill/ sad/ angry/ worried?

Teaching purpo

借用上节课的图片进

行对话练习，帮助学生复习

相关句型，自然导入新课。

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S1: Yes. I’m angry. /…

T: What should he/she do? Can you give him/her some

suggestions?

Ss: You should…

4. Lead-in.

T: People may meet problems anytime. How to solve the problems?

Today we’re going to learn how to give more suggestions to other

people.

Write down the topic “How do you feel?” on the blackboard.

Step 2: Prentation

1. Look at Picture 1. Learn the phra “e a doctor”.

Prent Picture 1.（课件出示：教材P61 Let’s learn板块的第一幅

图）Talk about the picture with students.

T: Who is the girl?

Ss: She’s Chen Jie.

T: How does she feel?

Ss: She’s ill.

T: What’s your suggestion? What does Miss White say to her?

Ss: You should e a doctor.

Write down the phra “e a doctor” on the blackboard. U the

recording to teach the phra.（出示课件）

Ask students to practice the phra like this:

A: Ill, ill. I’m ill.

B: See a doctor, e a doctor. You should e a doctor.

2. Look at Picture 2. Learn the phra “do more exerci”.

Prent Picture 2. Talk about the picture with students.

T: Who is the boy?

Ss: He’s Wu Yifan.

T: Wu Yifan can’t run fast. What does the PE teacher say to him?

Lead students to answer “You should do more exerci.”

Write down the phra “do more exerci” on the blackboard. Lead

students to spell words by syllables.

U the recording to teach the phra.（出示课件）

Explain the different usage of the words “more” and “much”

briefly.

Ask students to practice the phra like this:

A: Healthy, healthy. I want to be healthy.

B: Do more exerci, do more exerci. You should do more

exerci.

3. Look at Picture 3. Learn the phra “wear warm clothes”.

Prent Picture 3. Talk about the picture with students.

T: What’s the weather like?

Teaching purpo

结合对话和图片引导

学生学习新词组。借用多媒

体教授新词组，并引导学生

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Ss: It’s cold.

T: What should Mike do? What does his mum say to him?

Lead students to answer “You should wear warm clothes.”

Write down the phra “wear warm clothes” on the blackboard. U

the word “pear” to help students spell the word “wear”.

U the recording to teach the phra. （出示课件）

Ask students to practice the phra like this:

A: Cold, cold. It’s cold outside.

B: You should wear warm clothes.

4. Look at Picture 4. Learn the phras “take a deep breath,

count to ten”.

Prent Picture 4. Talk about the picture with students.

T: Who are they?

Ss: Oliver and John.

T: How does Oliver feel?

Ss: He is angry.

T: What should Oliver do? What does John say to him?

Lead students to answer “You should take a deep breath and count

to ten.”

Write down the phras “take a deep breath, count to ten” on the

blackboard. U the recording to teach the phras.（出示课件）

Students read the phras one by one.

Ask students to practice the phras like this:

A: Angry, angry. I’m angry.

B: You should take a deep breath and count to ten.

5. Read and act.

（1）Students read after the recording. Pay attention to the

pronunciation and the intonation.

（2）Let students practice by acting out in scenes. For example,

scenes of being ill, running slowly and panting, feeling so cold, angry

etc.

Ask them to work in groups.

（3）Show time.

Step 3: Practice

1. Flashing cards.

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Students make some word cards. They write down the words “cold,

ill, angry, worried” on the cards.

One student choos a card and says something according to the

card. The other student gives advice to him/her.

A: I’m… What should I do?

B: You should…

Ask veral students to show to the class.

The other students listen and make evaluations.

Step 4: Consolidation & Extension

“Agony aunt”

1. Create a situation.

Show a picture to create a situation on the PPT. (课件出示：“知心

姐姐”的图片)

T: Look! She is the agony aunt. She helps other people. But today

she is ill. Can you help her to write back the letter? Let’s e the letters.

2. Give advice.

Show some letters on the PPT.

Teaching purpo

通过活动让学生在情

境中合理运用所学词汇，激

发学生的英语学习动力，培

养学生的语言综合运用能

力。

Students try to give some advice to them.

Students can work in groups.

3. Write down the advice.

Students write down the advice.

4. Write back the letters.

T: Let’s help the agony aunt. We can help her to write back the

letters.

Students try to write back the letters.

5. Show the letters.

Choo some students to show their letters to the class. The other

students try to find out who is the right person to be the “intimate

friend”.

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板书设计

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作业设计

1. Copy the phras three times.

2. Do the exercis.（见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课

时作业）

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教学反思

1.借用上节课的教材图片引导学生进行对话练习，帮助学生复习相关句型，自然导入新课，

为后面的学习做好铺垫。

2.充分结合图片和对话引导学生学习新词组。借用多媒体教授新词组，并引导学生用多种方

式操练新词组。

3.操练环节利用单词卡片和自制卡片帮助学生操练新词组，并根据实际情况运用所学知识给

出合理建议，很好地活跃了课堂气氛。

4.在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真

实自然地使用所学语言，突出教学重点。

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Teaching Contents & Teaching Aims

Let’s learn

·Be able to listen, speak, read and write the new phras “e a doctor, do more exerci, wear warm

clothes, take a deep breath, count to ten” by obrving and talking about the pictures.

·Be able to make reasonable suggestions by using the ntence structure“You should…”

Play card games

·Be able to give suggestions according to the contents of the word cards.

▶Teaching Priorities

·Be able to listen, speak, read, write and u the new phras “e a doctor, do more exerci, wear

warm clothes, take a deep breath, count to ten” skillfully.

▶Teaching Difficulties

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·Be able to u the phras and the ntence structures they have learned to make reasonable

suggestions for different situations.

▶Teaching Procedures

Teaching

Stages

Teacher’ s ActivitiesStudents ActivitiesTeaching Purpos

Warm-up

&

Revision

&

Lead-in

Prentation to learn the new phras

1. Greetings.

2. Revision.

Show the pictures on page 60

to students.

Talk about the pictures with

students.

3. Free talk.

Prepare the word cards about

“ill, sad, angry, worried”.

Ask veral students to

choo one card and act it out.

Talk with students.

4. Lead-in.

1. Prent the pictures. Learn the

phras.

Prent Pictures 1~4. Talk

about the pictures with

students. Look at Pictures 1~4 and

U some questions to lead talk about them.

students to learn. Learn and practice the

Write down the phras “e a phras “e a doctor”

doctor” “do more exerci” “do more exerci” “wear

“wear warm clothes” “take a warm clothes” “take a

deep breath” and “count to

ten” on the blackboard. U ten”.

the recording to teach the Point to the pictures and

phras. practice the phras in

U the word “pear” to help pairs, in groups.

students spell the word

“wear”.

Ask students to practice the

phras in pairs, in groups.

1. Greetings.

2. Look at the pictures and Help students review

talk about them in pairs. the relevant ntence

3. Several students choo structures and lead in

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（续表）

Teaching

Stages

Teacher’ s ActivitiesStudents’ ActivitiesTeaching Purpos

2. Read and act.

（1）Let students read after

（1）Read after the

the recording.

recording.

（2）Let students practice

Pay attention to the

by acting out in

pronunciation and the

scenes. For example,

intonation.

Prentation

scenes of being ill,

（2）Practice the dialogue

running slowly and

panting, feeling so by acting out in

cold, angry etc. Ask scenes in groups.

them to work in

（3）Show to the class.

groups.

（3）Show time.

1. Flashing cards.

U the word cards to

play a game.

2. Play card games.

U the word cards to

play this game. Let

students work in pairs.

Let students make some

word cards and write

Practice on the cards.

down the words “cold,

ill, angry, worried” on the

cards.

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Homework

Ask students to try to letters. ability.

give advice to them. 5. Some students show their

3. Write down the advice. letters to the class. The

Let students write down other students try to find

the advice. out who is the right

4. Write back the letters.

person to be the “intimate

Ask students to try to

friend”.

write back the letters.

5. Show the letters.

1. Copy the phras three times.