C教案3

Read and matchHe has short hair. He has a big green bag. What’s his name?

She has long hair. She has orange shoes. What’s her name?

She is tall. She is friendly. She has a blue hat. Who is she? He is short and thin. He has glasses. He is near the window. Who is he?

Unit 3 B

Read and write教学设计

授课教师：王莉

东莞市清溪镇中心小学

教

材：PEP小学英语四年级上册

课

型：读写课

一、教学目标

1．语言知识和语言技能目标：能运用跳读和速读等方法来理解文章意思，借助图片正确理解Robin的建议；能模仿录音，以正确的语音语调朗读文章，并在有意义的语境中书写句子What do you have on…? I have…。

2．学习策略目标：通过头脑风暴、同桌合作、故事预测等方式激活思维，尝试阅读对话形式的英语小短文。

3．情感态度目标：通过阅读，对比不同的课后活动安排，使学生进一步懂得既要抓紧校内时间学习，又要学会合理利用课后和周末的时间，加强体育锻炼，做到有张有弛、劳逸结合。

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二、教学重难点

1．教学重点：能够借助图片正确理解文章意思，并完成相应的理解练习并在有意义的语境中书写句子What do you have on…? I have…。

2．教学难点：能够借助图片看懂Robin的建议后，设计合理的一周课后活动安排。

三、教学流程图

Warm up 导入本单元话题，创设轻松愉快的学习氛围，滚动已学的单词，激发学生相关的知识储备。

Free talk

Sing a song

Read & answer Pre-reading Sharp eyes and Predicting 在游戏中复习核心词汇并借助图片预测主题，激活图示思维，为下文做铺垫。

While-reading

Read & choose

Read and judge

Listen and read

Read and write 通过设计层层递进的活动，帮助学生理解文本，学习核心语言，培养学生的阅读能力和阅读策略，促进思维的发展。

Post-reading

My idea of the advice Advice for Ben

联系学生生活实际，让学生利用自己已有的知识储备进行尝试, 培养学生的语言综合运用能力，在给建议的过程中帮助学生形成合理安排课后活动的意识。

Homework Read the passage alound 2 Make a mini-book

通过mini-book延伸到课后阅读，培养学生良好的阅读习惯。

四、教学过程

Step 1 Warm-up Free talk and ice-broken 教师与学生进行日常问候，并通过吟唱小诗“Friday，my favourite day.”，引导学生讨论他们的课程安排及课后活动，教师口头评价学生的课后活动安排，引出本课主题。

【设计意图】通过破冰活动，导入本单元话题，创设轻松愉快的学习氛围，并且滚动已学的课程和课后活动的单词，激发学生相关的知识储备，并复习句型What do you often do?

I often….为本节课的综合运用语言做好铺垫。

Step 2 Pre-reading

1.

Lead in with Sharp eyes T: What about Wu Yifan? What does he often do on weekdays? Let’s read them aloud. Sharp eyes游戏：PPT迅速出现动词短语的图片，学生快速说出，复习短语read books，

watch TV，

do homework，wash clothes，

play computer games和draw pictures等短语。

(After the sharp eyes) T: What do you think about Wu Yifan’s weekdays?

Ss:…. T: Is it good? Ss:…. 2.

Predicting PPT呈现书本插图，请学生观察图片，引导学生进行讨论，预测吴一凡和Robin的对话内容。

T: Oh，Here comes Wu Yifan. How is he? Is he happy,active or tired? 先解决tired这幅图和tired新词，然后接着提问学生，

T: What does he often do on the weekends?

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Ss: …. T：What is robin talking to him? What is Robin’s advice?（这时呈现课文的标题“robin’s advice”）

【设计意图】借助图片来引导学生预测主题，调动学生的积极性，为后面的内容发展做好铺垫，让学生初步感知文段内容，并培养学生的观察能力和读图能力。

Step 3 While-reading

T：Now, Please read the passage quickly，and find out what is Robin’s advice . 1.

Skimming 略读文段，找出主题，选择正确的答案。

What’s Robin’s advice?

A.

Doing homework.

B. Playing sports.

【设计意图】通过让学生浏览文本，初步理解文本，提炼文本的主题，培养学生的skimming能力。

T: Yes，good! Robin gave Wu Yifan an advice. He should do more sports. Now please read again and try to answer these questions. 2. Scanning 扫读文段，找出关键词，完成Read and answer的练习。

(1)

What does Wu Yifan have on Fridays?

(2)

What does Wu Yifan look like?

(3)

Why does he look tired?(让孩子们试着答)

(4)

Does he like PE? Does he often play sports? 【设计意图】通过让学生扫读文本，抓住文本的关键信息，找出问题的答案，培养学生scanning能力，同时也让学生对文本又进一步的理解。

3. Scanning and correcting扫读并错误纠正

T：Boys and girls，you look so great now! You don’t look tired at all.（老师竖起大拇指给学生打气），Let’s know more about Wu Yifan. Please read and judge. Scanning and correcting 扫读并错误纠正，完成Tick or cross的练习，圈出错误的地方。

1. Wu Yifan often watches TV on the weekend. (

√

) 2. Wu Yifan often reads books on the weekend. (

) 3. Wu Yifan likes sports. (

) 4

4. Wu Yifan often play sports. (

) 5. In the schedule , Wu Yifan should do sports every day.(

)

【设计意图】引导学生细读文本，判断对错并纠正错误，加深学生对故事细节的理解。

4. Listen and read aloud ①T: Now，boys and girls, please listen to the tape carefully and pay attention to the sign. ②T: Please read after the tape. (1)

Listen and imitate播放录音，引导学生进行模仿跟读; (2)Work in pair让学生分小组练习，分组读。

【设计意图】通过模仿发音，关注升降调，培养学生良好的语音素养和朗读习惯。在此过程中，学生对文本有更深层次的理解。

5.

Open question T: Boys and girls, from the passage: What is Wu Yifan like? What is Robin’s advice? What does he do every day? (学生口头回答吴一凡一到两天的运动安排) 6.

Read and write 教师设计情景：吴一凡根据Robin的建议后每天坚持做运动。在四个月后，他遇到了Sarah，以下是他们之间的对话，请把对话补充完整，对答案时强调书写。

T：Boys and girls, Wu Yifan do sports every day. Four months later，can you guess what he is like?

这在PPT上有一个翻日历的过程，配合four month later，好让学生理解，学生回答后呈现一个stronger的吴一凡。

Ss: …. T: Four month later. Sarah meets Wu Yifan one day. They talk to each other. Now here is the dialogue. Please read and finish it. 重构后的对话:

Wu Yifan: Hi，Sarah! Nice to see you.

Sarah: Hi，Wu Yifan! Nice to see you ,too. Wow! You look great! You are strong now. 5

Wu Yifan: Yup，I play sports every day.

Sarah: What do you have on Mondays?

Wu Yifan: I have a football class.

Sarah: What do you have on Tuesdays?

Wu Yifan:________________________________.

Sarah: __________________________________

Wu Yifan: I have a basketball class.

【设计意图】通过文本再构，让学生在有意义的情节中运用核心语言，再次突出语言语用功能。

Step 4 Post-reading 1. My advice.

教师启发学生讨论自己对吴一凡课后活动安排的想法，请两位同学说一说自己的想法。

T：Robin is helpful. He makes Wu Yifan stronger. If you are Wu Yifan，do you like Robin’s advice? What schedule do you want? T to S1: What do you do on Mondays? S1: I often read books. T to S2: What do you do on Mondays? S2: I often…

2.

To Ben’s advice 引导学生谈论Ben的一天安排，给Ben一些合理的建议，帮助他设计一个新的schedule。教师请学生分享他们给Ben设计的schedule。

T: This is Ben，he is my student. And this is his free time schedule. Is it good? Please help him make a new schedule. Now，let’s do it. Then share the ideas.

Eg: You should read books on Monday. 【设计意图】通过让学生给Ben提出建议，联系学生生活实际，让学生利用自己已有的知识储备进行尝试，

培养学生的语言综合运用能力，在给建议6

的过程中帮助学生形成合理安排课后活动的意识。

Step 5 Homework (Make a mini-book for yourself)

1.

设计自己喜欢并合理的一周课后活动安排，填写表格，然后用录音录下来。

2.

Write it down.

Eg: This is my week. I read books on Mondays. I… on Tuesdays.

【设计意图】让学生在模拟真实的任务中运用语言，通过录音巩固朗读技巧，通过mini-book延伸到课后阅读，培养学生良好的阅读习惯。

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