新课标pep小学英语六级下册《Unit 4 A Let’s read》案例及教学反思.doc

新课标pep小学英语六年级下册Unit 4 A Lets read案例及教学反思 教学目标：能够听懂，会读Lets read 中信的内容并独立完成信后的书写练习。 教学思路：准备活动阅读前活动阅读中活动阅读后活动-总结评价，作业布置结束 教学重难点：1、能够读懂Lets read 部分的一封信。2、本课时的教学难点是正确认读下列句子: Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow Ill be back home. 教学手段：运用多媒体辅助教学 教学准备：录音机，录音磁带，课件，花瓶图片。教学过程：一、Preparation1、Greetings T: Good morning, boys and girls. Nice to meet you. 2、lets enjoy a song. “I Went on a Holiday” （设计意图：创设英语学习氛围，激发学生的学习兴趣）T: I have a song for you. Lets enjoy the song together, ok ? (呈现课件：视频)Ss: Ok!3、Revise the phrases. （设计意图：复习旧知识，为学习新知做好了铺垫）T: There are some pictures for you. Lets see toghther.Ok? (呈现课件)Ss:Ok!4、Lets chant. （设计意图：复习前面所学句型，降低了阅读的难度，活跃了课堂气氛）T: I like holidays. Do you like holidays?Ss: Yes!T: Lets chant about holiday. (呈现课件：视频)二、Pre- reading1、T: 指着课件说She had fun on her holiday. I had fun on my holiday ,too. Last week I went to Weifang. Do you know Weifang ? （由Sarah的愉快假期引出我的假期活动）Ss:Yes!T: In Weifang I went to a park,ate good food and took many pictures. Look! These are my pictures. （课件：教师在潍坊拍的照片）T:Who are they ? Can you guess?T: They are my cousins. 板书领读cousins 齐读、组读、个人读T: Explain cousin ( cousin is a child of ones uncle or aunt )T: 教师做笑脸状，并用欢快语调说：“ Look! We are happy!” Yes? Ss:Yes!T: (引出本课重点句型) Every day I had fun with my cousins. 板书领读 2、T: (出示课件：饭店图片) Look! Where did I go on Thursday ? I ate good food in it. Where is it ? Do you know ? T: Its a restaurant. 板书领读restaurant齐读、组读、个人读 T: We went to a restaurant. (引出本课重点句型) 板书领读3、T: On Friday where did I go ? （课件：教师的家图片）T: (引出本课重点句型) I was back home . 板书领读be back home齐读、组读、个人读三、In- reading 1、T: I did a lot of things last week. Every day I had fun with my cousins . I had a happy week. John had a happy week ,too. He wrote a letter to his mom. Lets read the letter quickly and answer the questions. （设计意图：培养学生快速阅读，寻找信息的能力） ( 出示课件) Read the letter quickly and answer the questions. 快速阅读， 回答问题。（阅读提示：跳读、找关键词、关键句） 1). Whom(谁) did John have fun with? He had fun with_. 2). When will he be back home? Hell be back home _. 3). What day is it tomorrow? Its _.Give Ss a few minutes to read the letter as quickly as they can and find the answers. (教师巡视进行必要的指导) Check the answers together.2、 Where did John go on Monday? What did he do there ? Do you want to know ? Read carefully and find the answers. （设计意图：鼓励学生进行小组讨论,相互倾听交流，达到省时高效的目的）(出示课件) Read carefully and find the answers. （阅读提示：仔细阅读，小组讨论勾划出问题的答案） 1）Where did John go on Monday? _. What did he do there? _ . 2）Where did John go on Tuesday? _. What did he do there? _. 3）Whom(谁) does John miss(想念)?_. Give Ss a few minutes to read the letter carefully and find the answers. (教师巡视进行必要的指导)Check the answers together.3、T: Lets read the letter again and finish the sentences. （设计意图：让学生加深对短文的理解,培养学生独立的分析能力）(出示课件)Lets read the letter again and finish the sentences.（阅读提示：仔细阅读，完成句子。） 1) On Monday John _. 2) On Tuesday he _. 3) On Wednesday he _. 4) On Thursday he _. 5) On Friday he _. Let Ss read the letter again and finish the sentences (教师巡视进行必要的书写指导)Check the answers together.4、Ask the students to listen to the tape and repeat .5、Read the letter in groups.四、Post- reading1、 Retell the letter （设计意图：帮助学生整体感知短文内容，加深对短文的的理解，有助于学生的记忆。）1）T：Boys and girls, we know about Johns holiday . Lets retell the letter together ，ok ? ( 课件： John的一周的活动路线 )Ss: Ok!2）Retell by themselves in groups.（(教师巡视进行必要的方法指导)3）Retell one by one.2、 Lets find out ( Page 42) （设计意图：让学生在真实的任务型活动中，扩展运用阅读信息）1) T: My last trip was to Weifang . I went there last week. When was your last trip ? ( 课件： 关于旅行的表格 )Look! Fill in the form and tell your partner. T: When was your last trip? Where did you go? What did you do there? (教师示范填表格,然后让学生仿照完成表格)2) Tell your partners about your form.3) Lets make a report . （设计意图：综合语言进行汇报，鼓励学生发挥创新，培养综合运用所学语言的能力）T: My last trip was to Weifang. I went to Weifang last week. I went there by bus. I ate good food and took pictures there. Lets make a report like this.（学生上台做报告）五、Progress1、T :Here are some exercises for you. (出示课件) 根据上下文，补全对话 。Chen: Hello , John ! _ John: I went to Sichuan with my cousins.Chen: What did you do there?John: _Chen: Did you have a good time on your holiday?John: Yes! _Chen: Goodbye !John: Bye !A. We went to a restaurant and ate good food. B. We had a lot of fun on our holiday. C. Where did you go on your holiday?Check the answers together.2、T: Do you want to know more about holiday ? Here is a passage for you. Read the passage carefully and do some exercises. （设计意图：扩大学生的阅读量，提高学生的综合语言运用能力）(出示课件) 根据短文内容判断正误，正确（T）错误 （F）。Hello，everyone! Ill tell you something about my holiday. On Monday, I got to Xinjiang with my parents. We went there by train. On Tuesday we took some pictures. On Wednesday I ate good food with my friends. On Thursday I sang and danced with some new friends. I had a good time on my holiday. 1.On Tuesday , I got to Xinjiang.（ ） 2.I went there by train.（ ） 3.I ate good food on Thursday.（ ） 4.I didnt have a good time on my holiday.（ ）Give Ss a few minutes to read the passage carefully and find the answers.Check the answers together.3、教师总结全课，表扬获胜的小组。花瓶里花朵多为胜方，并伴随胜方的欢呼声。T: We learned a lettter about Johns holiday today. Which group is the winner?(评选获胜小组，进行表扬鼓励)T: Friends are very important. So we should keep touching with our friends. Dont forget them. ( 渗透情感教育，将课内的学习延伸到课外 )4、. HomeworkWrite a letter about holiday to your best friend.(出示课件)Write a letter about holiday to your best friend. E.g.Dear × × ×,How are you? Miss you.Love,×××六、EndingThe students enjoy a song. 板书设计Unit 4 My holiday A Lets readEvery day I had fun with my cousins.We went to a restaurant.Tomorrow Ill be back home.Ill=I will教学反思：本课时的内容是一封信，主要介绍John的愉快一周的活动。文中出现了几个新单词cousin、Ill 、miss以及难点句子Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow Ill be back home.对于如何突破难点，进行了深入的思考。考虑到我的旅游周潍坊之旅，通过描述我在潍坊一周的活动安排，首先由一些照片中的人物自然地引出cousin及难点句子Every day I had fun with my cousins.呈现在饭店吃饭照片，问句型“Where did I go on Thursday? Where is it?”,引出句型we went to a restaurant.通过呈现家的图片引出be back home。对于阅读材料中的新语言，通过呈现照片缓解了阅读困难,为后面的阅读做好了铺垫。在阅读中活动阶段，对于问题的设置，进行了大量的思考。巧妙设计有梯度的阅读活动，能够排除阅读障碍。教师让学生针对此信中出现的人物whowhom 、时间when，快速阅读寻找答案。接着仔细阅读针对文中出现的地点where、事情what、人物whowhom，仔细阅读小组讨论并勾划出问题的答案，每遍读前布置明确的阅读任务并进行阅读策略的指导。然后让学生再读完成书中的练习，让学生加深对短文的理解,培养学生独立的分析能力。这样设计由易到难的任务，进行由略到细的阅读，学生在完成任务的过程中逐步加深对此信的理解，培养学生获取信息和处理信息的能力。在拓展阶段，通过呈现活动路线图师生一起复述John愉快一周的活动，帮助学生整体感知短文内容，加深对短文的理解，有助于学生的记忆。然后处理Lets find out，并让生作报告。让学生在真实的任务型活动中，扩展运用阅读信息。但由于课堂上时间比较紧凑，让生做报告环节省略，这样的设置不是很合理，需要考虑。在整个课堂教学环节中，我感觉各个教学环节串联得不是很巧妙，需要进一步加工优化，在有些课堂细节上处理得比较粗糙，不够细致。总之，在阅读教学过程中，学生应始终是学习的主体，而教师则只扮演一个导演的角色。怎样扮演好这个角色，有待进一步思考。只有导演做好了，阅读的重难点和问题的设置处理好了，才能提高课堂效率和质量，真正达到阅读教学的目的。