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1、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，
2、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 pictur
3、es 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 kno
4、w 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
5、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 Fri
6、day 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
7、 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 l
8、etter 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
9、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
10、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
11、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
12、)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 la
13、st 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 m
14、ake 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 re
15、staurant 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，
16、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 holi
17、day. 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
18、 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 bes
19、t 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
20、 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
21、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
22、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。
