C教学设计实例

Pep 小学英语六年级上册

Unit4 I have a pen pal

PartC教学设计

王

敏

一． 教材分析。

本单元主要的语言训练项目是有关业余爱好的英语表达和一般现在时的简单用法，主要句型如下：What’s your hobby? I like doing something. He likes…. Does he / she live in the city? Yes, he / she does. No, he / she doesn’t. “I like doing something.”这个句型学生在以前的学习中遇到过。“ like doing sth.”这种表达形式学生曾重点练习过。因此,学生理解和运用I like doing something 这一句型应该不会有太大的困难,但它作为“What is your hobby?”的答句,学生在对话时也许会不能很快地反应过来,因此,要强化对话练习,使学生形成习惯性的语感。师生可通过不同形式的游戏、活动,展开互动,既要激发和保持学生学习的兴趣,又要使训练具有实效性。本节课是B部分的Let’s read 部分，是对本单元的知识的综合运用，因此在教学之前要对本单元的知识进行复习与梳理。

二．学情分析。

对于六年级的学生来说，年龄不是很大，注意力有时容易分散，教师要适时加以提醒，也可运用多种方式的读，开展多种活动，让他们对语篇感到不厌烦，不乏味。另外，对于六年级的学生来说，他们已经有了4年的英语学习经验，可以尝试用全英进行教学。

三、教学目标与要求

1．

能够听、说、认读Let's read部分的短文。

2．

能够根据短文内容回答文后的问题。

3．

能够谈论自己及他人的日常生活

。

四、教学重、难点分析

1．教学重点：

能够听说认读let’s read部分的句子并能够根据短文内容回答文后的问题。

2. 教学难点：

全面掌握和理解短文并做简单的复述，能够对自己的家庭成员进行简单的介绍。

五. 课前准备：

1)教学过程中所需的录音和课件。

2)图表。

3）Alice一家的大头贴。

四、教学过程：

Step1 pre_reading 1. Free talk. T： Hello, boys and girls! Nice to meet you. I’m your new teacher in this class. My name is Wang Xia. I am a teacher. I work in Kouzhuang School. I go to work by car. I like reading books and singing. And I often read books on the weekends.(Ask the students: 揇o I go to work on foot?)OK, And now I want to make friends with you. And I want to know something about you, Such as your name, your hobbies and so on.Can you tell me????(let some students introduce himself like this.) Then ask other students: Does he like 厖? Does he go to schooll by 厖?? Now we抮e friends. Let抯

sing a song together OK?K?

2.Sing a song. (设计意图：练习does引导的一般疑问句，及其答语。并拉近与学生之间的距离。加强对学生的了解。)

3.Talk about my pen pal.

Show my pen pal’s picture, Then say this is my pen pal .Her name is Lily. She has big eyes and long hair. She is pretty. Do you want to be her friends, too ? Such as: What’s her hobby? Can you guess? S: Does she like ……(The teachers give the answers. No, she doesn’t .Yes she does.)

T: She likes watching TV. She likes watching cartoons on TV. (teaching cartoons) （设计意图：以Guess的形式进行操练Does she句型，调动学生的积极性，猜对有奖。并呈现cartoon 这个新词.以师生对话的形式，师生互动。）

Step2 While reading 1. (Look at Ann and Liu Yun’s picture.) Look who are they? They are Liu Yun and Alice .Alice is Liu Yun’s (pen pal). They write emails to each other every week。So Now Liu Yun knows many things about Alice. So she wrote a passage .My New Friend is the title. This passage is written by Liu Yun. 课件出示整段文章。用鼠标指向by Liu Yun.然后指向题目My New Friend.然后让学生看课文，给出两个小问题The passage(文章) is about Alice’s ____________. There are _____ persons in her family. They are _________________. (设计意图：让学生从整体上感知这篇文章，对文章有一个大概的理解。)

2.Read the passage again Then answer the questions. T：Now we have known something about Alice’s family. But I still have some questions. Can you help me find the answers?

1.Does Alice live in China? 2.Does her father work in a hospital? ??3.Does Her mother go to work by bus? ??4.Does Ann go to school by bike? ??5.Does Alice read newspapers every evening?

??6.Is Alice抯

family coming to China soon?(Teaching soon Then teaching excited)) ( Let students read the questions?)Give me your answers. (设计意图：让学生默读这篇文章，对文章进行更深一层的了解。)

2. Read Paragraph One and Two then answer the questions. Point to the pictures about her father and mother,Then say:Who are they? They are Alice’s father and mother. Do you want to know more about them? Can you find the information about them. Read it Ok?(let the students read the books) Her father works in a school. He is a teacher. He goes to work by bus.(Let 2 or 3 students read. Then let them fill in the blanks. Her father works in a _______.He is a_______.He goes to work _______. What about her mother?(let students read together.)Her mother is nurse. She works in a hospital. She goes to work by car. Then fill in the blanks. ______________ is a nurse. __________________in a hospital. ___________________ by car. Then retell the paragraphs like this: _________ is Liu Yun’s new friend. She lives in _____. Her father is a teacher. He works in a school . He goes to work by bus. Her mother is a nurse. She works in a hospital. She goes to work by car.

3. Read Paragraph Three silently .Then fill in the chart. T: What about Alice and Ann ? Are they different? Can you find the information about them? Please find it out. And then fill in the chart.

every evening on Saturday Now we see Alice and Ann are ______.They look the ______. But they are very ________.(let the students answer) According to the chart , retell this paragraph. Every morning Slice goes to school by bike, but Ann goes to school on foot. Every evening , Alice reads newspapers. Her sister Ann watches cartoons on TV. Alice usually plays at the park on Saturday. Ann usually makes kites.

（设计意图：分段梳理本篇文章，对文章进行分段复述，让学生有重点的读书，细致的了解文章内容。学习文章的写作手法，为以后自己用英语表达打基础。）

Step 3 Post reading 1. Read after the tape .Then read the passage freely. (设计意图：让学生再从整体上对文章进行了解，培养其正确的英语语音语调。)

2. Show Alice’s family tree. Then according the family tree retell the whole passage._________ is Liu Yun’s new friend. She lives in _____. Her father is a _______. He works in a _________. He goes to work __________........ （设计意图：在前面朗读的基础上，对信息进行有效的输出。）

4.Introduce your pen pal or friend’s family.

The teacher introduce Lily’s family.Then let the students introduce their pen pal

or friend’s family.

Lily is my new friend. She lives in the USA. Her father is a……

（设计意图：让学生通过本节课学习能够介绍自己的朋友，实现语言的有效输出，是对知识的运用。）

Step 4 Homework

Write about your pen pal’s or friend’s family.

板书设计

read-reading-reads

Cook

teach

do

study

make

live

教后反思：在教授本课时，我从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，发展学生的综合语言运用能力，让学生经历“整体呈现走进语篇----局部处理文本细节---再次回归语篇---走出语篇，运用语言做事”的学习过程，激发和培养学生学习英语的兴趣，培养学生的观察能力、思维能力和创新能力。我教给学生阅读的方法。采用任务型教学法，真正地体现了学生是主体、是学习的主人。学生在教师层层递进的引导下扎扎实实地完成了学习任务，达到了教学目标。考虑到本班同学的知识水平参差不齐，因此在学生学习文本的时候设计不同难度的问题，不仅鼓励学生大胆地使用英语，为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间，而且在教学中还创造条件让学生能够探究一些由易到难的问题，并通过讨论解决相对难的问题。鼓励学生通过观察、合作、探索等方式，发展听、说、读的综合能力，让不同层次的学生都学有所获。

本堂课也有一些需要改进的地方：比如，学生一直在老师的引导下活动，思维比较局限; 不能充分发挥学生的自主性。在对文本进行处理时，形式比较单一; 在拓展练习环节，练习的不够充分。在以后的教育教学活动中，我将注重学生发散思维的培养，不断进步。