PEP六年级下Unit 3 Last Weekend B Let’s read教案 - 给力英语

PEP六年级下Unit 3 Last Weekend B Let’s read教案

发布:jetshing    时间:2009-09-07 14:21:46     浏览:5024次

PEP 六年级英语下

Unit 3 Last Weekend  B Let’s read教案

                  兴山县外国语小学  胡兆会

Teaching aims:

Make sure Ss can listen, read and understand the passage, finish some exercises and try to retell the story.

Teaching important points:

  Read and understand the story. Grasp the past forms of the verbs.

Get to know some ways of reading .

Teaching difficult points:

  Read and understand the passage.

Teaching tools: Pictures of Zhang Peng, a kite and a dog. CAI. Primary English on the Air.

Teaching steps:

Step 1 Preparation.(准备活动)

1.     Greetings: Hello, boys and girls! I’m Miss Hu. Nice to meet you! ( Then ask individual ones ) How are you? / What’s your name? / Do you like English?

2.     Divide the Ss into 4 groups. Tell them that there are 4 steps in this class and we’ll also have a match in 4 groups. Ss say and do“Let’ s try! Don’t be shy!” together.

( 设计意图:简单问候拉近师生关系,设置闯关活动并明确告知比赛规则激发学生积极主动参与学习,改变以往歌曲、歌谣开课形式,代之以响亮英语口号鼓舞学生斗志,活跃课堂气氛。)

Step2 Pre-reading.(阅读前活动)

1.     Review.

T: Boys and girls, are you ready?

Ss: Yes.

T: Great! Let’s go to Step 1.

Ask Ss to answer: What did you do yesterday? ( Ss who can answer this question quickly and correctly , give a lovely dog sticker to his /her group.)(单个评价,培养学生竞争意识,激发学生积极参与课堂活动。)

2.     Try to repeat.

  T: Well down! I know what you did yesterday. Let’s go to Step 2! At first, Please guess: What did I do yesterday?

  Then tell them: I read English book yesterday. (CAI shows a “funny tongue twister”---Fish fresh fried, fried fresh fish, fish fresh fried, fried fish fresh.)

  Teacher reads the tongue twister quickly, then teaches them to read it slowly, then quickly, then read together. Let Ss guess the meaning of “funny tongue twister”. Teach them to read this difficult phrase. (分组齐读整体评价,让学生体验成功,提高学生兴趣。)

(设计意图:引导学生根据自身生活情况回答What did you do yesterday?复习一般过去时态,接着让学生猜测我昨天在做什么复习上节课句型Did you …?同时引出本节课难点短语a funny tongue twister化解难点,排除阅读障碍。)

 Step 3 In-reading.(阅读中活动)

1.     General reading.(略读)

 T: Congratulations! You pass Step 2! Let’s go to Step 3 ,You can open your books, Page 33. We’ll read a story about Zhang Peng. (在黑板上张贴Zhang Peng 图片,引导学生读图,猜测故事大意。就图片简单提问,引出a kite , a dog,同时把图片贴在黑板上。)

 T: We read a funny tongue twister just now. Did Zhang Peng read funny tongue twisters? Then let Ss watch the cartoon and answer this question.(学生抢答,分组评价。)

2. Detail reading.(细读)

①T: What else did Zhang Peng do? Please read the passage by yourselves and underline the difficult words.

②T: Any questions? (Solve their problems, if they didn’t have any questions; ask them to pay attention to the past forms of the words.)

③T: Maybe you should pay attention to these words! Let’s watch the Primary English on the Air, repeat after Sally.(截取“空中英语”教授9个过去时短语的部分,让学生跟读。为阅读后的语言输出做准备。)

④T: Can you read them now? Let’s have a chant.

    Home, home, walked to home.

    English, English, studied English.

    Kite, kite, flew a kite.

    Lake, lake, jumped into the lake.

    Book, book, returned a book.

 (利用Chant 巩固9个难点短语,配以节奏感强的音乐激发学生兴趣。)

⑤T: I’m sure you can read the story now, Yes or No?

  Ss: Yes!

T: Please read the story again; judge these sentences True or False. (CAI出示5个句子,学生可看所发的题目独立完成,抢答形式核对答案,分组评价,正确句子引导齐读,错误的句子引导纠正。配合黑板上所贴的图片讲解。引导学生尝试看图口头复述课文。)

⑥ Read the story again and again.

 1st, watch the cartoon and repeat after Sally. Try to grasp the right pronunciation.

2nd , look at their own books, read silently, try to answer some special questions.

3rd read in small groups, 4 or 6 Ss in one group, try to act out the story.( 在学生对文段充分理解的基础上利用视频跟读,调动多种感官激发学生兴趣,培养学生良好语音语调,接着看书,默读,让学生在课堂上充分理解故事的内容,内化语言,培养阅读理解能力。第三是小组合作分段读表演故事,把故事改变成对话进行表演,培养学生的合作交往能力,激发学生的学习兴趣。)

Step 4 Post- reading(阅读后活动)

   Complete the passage with the right words.( 让学生利用本节课重点单词短语填空,落实写。抢答分组评价。)

  Then choose 2 or 3 Ss to come to the front. Read the whole passage. ( 落实说,分组评价,后做总体评价,看最终哪一组获胜。)

Fill in the blanks:

Zhang Peng’s Day

It was a fun day. Zhang Peng got up early. In the morning, he __________ (walk; walked) to Mike’s home.

He________  (study; studied) English with him.

  Then he _________ (went; goes) to a park by bike. He_______( fly; flew) kites. Suddenly, the kite flew into the lake.

  A dog ________ (see; saw) the kite, he                    ________(jumps; jumped) into the lake, and swam to it, he ________ (returned; return) the kite to Zhang Peng. Zhang Peng was very_________ (grate; grateful) to the dog.

   How lovely the dog!

Step Five: Extension

Dog is our friend. Animals all are our friends. Please be friendly to them. Here are some sentences: Love me, love my dog. He is a lovely dog. Do you know their meaning? Try to find and remember them.

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