六年级英语上册教案 Unit5 Lets read.docx
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六年级英语上册教案Unit5Letsread
人教PEP六年级英语上册教案
Unit5PartBLet’sRead
教学设计
教学内容:
PEP小学英语六年级上册Unit5Whatdoesshedo?
PartBLet’sRead
教学目标与要求:
1.能够听、说、认读Let’sread部分的短文,完成相应的活动。
2.能够运用所学语言较好完成“招聘会”的活动。
教学重点、难点分析:
1.本课重点是操练巩固本单元11个职业名称的单词和重点句型:
Whatdoeshe/shedo?
Wheredoeshe/shework?
Howdoeshe/shework?
2.本课难点是帮助学生理解短文中的新语言,如:
helpthebankusetheirmoneywell.likeshelpingpeople.helptouristsfindtheirway.以及三个小建议。
课前准备:
1.实物投影。
2.供学生阅读的人物信息。
3.城市交通图。
4.人才信息卡(事先贴在教室的四周)
教学步骤:
1.Preparation
(1)Greetings
(2)Let’schant(课本第56页)
(2)Freetalk
预设问题:
Howmanypeoplearethereinyourfamily?
Whoarethey?
Whatdoesyourfather/motherdo?
Wheredoesyourfather/motherwork?
Howdoesyourfather/mothergotowork?
Howdoesyourfather/mothergotowork?
(设计意图:
课前chant热身,让学生迅速进入学习状态并复习旧知。
通过日常会话,复习巩固本单元主要职业名词及句型,达到温故而知新的目的。
)
2.Pre--reading
T:
Now,Iwillintroducesomemyfriendstoyou,LookattheTVandguess!
Whatdotheydo?
OK?
Ss:
OK!
T:
OK!
Let’smeetmyfirstfriend.(投影出示第一张卡片:
Sheworksintheschool.SheteachesEnglishintheschool.Shelovesherchildrenverymuch.Whatdoesshedo?
Sheisa___________)
教师学生一起读卡片上的内容后,Whatdoesshedo?
Canyouguess?
S1:
Sheisateacher.
T:
Yes?
Ss:
Yes!
(揭示答案)
T:
Youaregreat!
Solet’smeetmysecondfriend.(投影出示第二张卡片:
Heworksinacarcompany.Helikesmathanddrawingverymuch.Hecandesign(设计)manycoolcars.Whatdoeshedo?
Heisan______________.)
师生齐读内容,出示单词卡,教读design。
之后师问:
Whatdoeshedo?
canyouguess?
S3:
Maybeheisanengineer.
T:
Yes,heisanengineer.Youareveryclever!
(揭示答案)
Now,let’sgoon,meetmyfriends.Ihavemanyfriends.(投影出示第三张卡片:
Theylikebeautifulcities.Theyliketraveling(旅游)verymuch.Whoarethey?
Theyare______________)
Canyoureadthepassage?
Haveatry,please!
(学生试读小短文,教师和学生一起读后,教师说出答案并出示tourists单词卡,领读四至五遍。
)
投影出示一张城市交通图,在图上标出两个旅行者。
T:
Look!
Herearetwotourists.Theyareinthisbus(图上的公共汽车)Theyaregoingtothepark,(在投影上标出他们要去的位置)theywanttogohere,buttheycan’tfindtheirway.Canyouhelpthemtofindtheirway?
(投影出示句子)Helpthetouristsfindtheirway.(领读几遍后齐读)
T:
Canyouhelpthemtofindtheirway?
Youcansay“first,theycan…then…”Talkaboutitwithyourpartner.(学生看地图,同伴互相说路径,教师巡视指导,辅导说清路线)
指一生说路线Sowhocanhelpthetouristsfindtheirway?
S1:
Icanhelpthetouristsfindtheirway.
T:
Please!
S1:
First,theycangostraight,thentheycanturnleftatthetrafficlights,thengostraight,turnrightatthenexttrafficlights.Thengostraight.OK!
T:
Thankyou!
Let’ssee,theyarehere.Youaresohelpful!
Youcanbeapolicewoman.
S1:
Thankyou.
T:
Youarewelcome.
Iwanttobeapolicewoman,too.BecauseIlikehelpingpeople.Whataboutyou?
S2:
Iliketobe…,
T:
Iwanttobe…
S2:
Iwanttobeapolicewoman,too.BecauseIlikehelpingpeople.(教师指导正确表述)
T:
Thankyouverymuch!
Andwhataboutanthers?
S3:
Iwanttobeapolicewoman,too.BecauseIlikehelpingpeople.
T:
Thankyou.出示周杰伦照片,look!
Isheapoliceman?
Ss:
No!
T:
No,heisn’t.Whatdoeshedo?
S4:
heisasinger.
T:
Doyouknowthissinger?
What’shisname?
S5:
HisnameisZhouJielun.
T:
Thankyouverymuch.Now,let’stalkaboutZhouJielun.
(出示提示句子)Look!
IthinkZhouJielunisasinger.Hegoestoworkbycar.Helikessingingverymuch.WhatdoyouthinkofZhouJielun?
(学生看提示语和同位讨论)
(投影卡片内容:
a.isasinger.
b.isaplayer
c.goestoworkbycar
d.likessinging.
e.likesswimming.
请学生说说自己的想法:
IthinkZhouJielun…
投影出示句子。
ZhouJielunisasinger.Hegoestoworkbycar.Helikessingingverymuch.
出示另一张照片(教师自己的照片)
T:
Whoisshe?
Ss:
SheisMissLiang.
T:
Yes,sheisme.CanyoureadthesentencesandtalkaboutMissLianginyourgroups?
.IthinkMissLiang…
a.worksinaschool.
b.worksinahospital.
c.goestoworkbybike.
d.goestoworkbybus
e.likesteachEnglish.
f.likesteachscience
(投影卡片内容:
学生在小组内讨论,交流。
教师巡视指导。
T:
WhatdoyouthinkofMissLiang?
Canyouhaveatry?
S5:
IthinkMissLiangworksinaschool.Shegoestoworkbybike.ShelikesteachEnglishverymuch.
T:
Thankyouverymuch.Youaregreat!
Sitdownplease.
Solet’ssee.(出示句子)MissLiangworksinaschool.Shegoestoworkbybike.ShelikesteachEnglishverymuch.
出示一名银行会计的工作照片。
Lookather.Doyouwanttoknowsomethingabouther?
Ifyoudo.Youcanaskmesomequestionsabouther.
S1:
What’shername?
T:
HernameisXiaoHong.
S1:
Thankyou.
T:
Youarewelcome.
S2:
Howoldisshe?
T:
Sheis32yearsold.Andshecanhelpthebankusetheirmoneywell.(出示句子:
helpsthebankusetheirmoneywell.领读三四遍)
Canyoutalkaboutherwithyourpartner?
Usethesentence“IthinkXiaoHong…”
a.helpsthebankusetheirmoneywell.
b.isanaccountant.
c.isapolicewoman.
d.worksinabank.
e.worksinahospital.
投影出示提示:
学生两人一组讨论交流。
教师巡视指导。
T:
Whatdoyouthinkofher?
b.S1:
IthinkXiaoHonghelpsthebankusetheirmoneywell.
Sheisanaccountant.Sheworksinabank.
教师边听边纠正句子中的用词、发音等。
T:
Youaresuper!
Thankyou.
投影出示刚才的三段短文。
Canyoureadthepassagesbyyourselves?
学生看投影自由阅读。
T:
Canyouanswerthesequestions?
Askandanswerinyourgroups.
投影出示问题:
1.WhatdoesZhouJielundo?
2.WhatdoesXiaoHongdo?
3.Whoworksinaschool?
4.Wholikessinging?
5.HowdoesMissLianggotowork?
6.Whohelpthebankusetheirmoneywell?
教师提问投影上的问题,学生抢答。
教师说完一个问题后,说one,two,three.学生再举手,最先举手的同学抢得回答权,在教师话音未落前抢答无效。
(设计思路:
通过先阅读部分与课文相似的片段,引出文中的难点句子,进行教读、理解。
排除阅读障碍,降低阅读难度。
并且用反复出现的方式操练重点句型。
)
3.In—reading
T:
WehaveanotherthreefriendsinourEnglishbooks.Openyourbooksandturntopage63.Let’smeetourfriends,OK?
Ss:
OK!
T:
Readthepassagebyyourselves.Please!
学生打开课本,自由阅读课文。
教师巡视指导。
T:
Whocanreadthefirstpassage?
指一生读第一段。
教师指导、纠正。
Verygood!
Nowcanyoushowyourfingersandanswermyquestions?
(指导学生用手势表示对或错)
(1)WangLiisanengineer.
(2)ShelikesreadingEnglishverymuch.
(3)Shedesignsmanycarsandbuses.
(4)Shegoestoworkonfoot.
Thankyou!
Nowreadittogether.(生齐读一遍)
Good!
Whocantrytoreadthesecondpassage?
指一名学生读第二段。
教师指导、纠正。
Thankyouverymuch.Fingersready?
Ss:
Yes!
(根据短文内容判断:
)
(1)LiXiaobinisapolicewoman.
(2)Heworksisahospital.
(3)Hehelpsthebankusetheirmoneywell.
(4)Hegoestoworkbybus.
Let’sreadittogether.(生齐读一遍)
T:
Sothethirdpassage.Youpleasehaveatry.
一生读第三段。
Let’sreadittogether.(齐读一遍)
Thankyouverymuch.Socanyouanswermyquestions?
(1)WhatdoesYuanYuando?
(2)WhatdoesYuanYuanlike?
(3)HowdoesYuanYuangotowork?
T:
(学生口头回答上面三个问题后)
(设计思路:
通过简单判断,给与学生阅读的自信。
就短文的内容提出yes-no等的简单问题,让学生带着问题阅读并通过快速阅读理解语篇的大意)
Let’sreadallthepassagestogether,OK?
(齐读全部课文一遍)
Nowquestionsforyou?
canyouanswerthequestionsonyourEnglishbooks?
Askandanswerinyourgroups,thenwritetheanswersonyourEnglishbooks.
学生读短文完成文后问题,教师巡视指导。
教师借一个同学的课本,投影展示答案。
T:
Excuseme,MayIborrowyourbook?
Ss:
Yes.
T:
Thankyou.
师生一起读问题和答案。
问题都要完整回答。
(设计思路:
通过阅读解决语篇内的主要内容,让学生回答有一定思维深度的问题检测学生理解程度。
培养学生获取信息、处理信息的能力。
然后通过做课本上的问答题落实到写上。
)
4.Post—reading
T:
Look!
therearethreetipshere.(贴在黑板上)
老师读完三条建议后说:
Iwanttobeasinger,becauseIlikesingingverymuch.Whataboutyou?
S1:
Iwanttobeateacher,becauseIlikechildren.
T:
Thankyou.Whatelse?
S2:
Iwanttobeanaccountant.BecauseIlikemathverymuch.
T:
Thankyou.Whatelse?
S3:
Iwanttobeateacher,becauseIlikestudents.
T:
Thankyou.Whatelse?
Whataboutyou?
S4:
IwanttobeanEnglishteacher.BecauseIlikeEnglishverymuch.
(设计思路:
将书上学到的知识运用于真实的生活场景之中,并得以拓展。
体现了用英语的思想。
)
5.Progress
T:
Thankyou.Butnowyouarethemanagersinthemanycompanies.(教师拿起一张纸条读:
)IworkinXinHuabookstore.Wheredoyouwork?
(课前在学生的桌子上分好小纸条,上面写着有关的信息。
)
S1:
IworkinFeixianPoliceStation.
T:
Wheredoyouwork?
S2:
IworkinLianXiangcomputercompany.
T:
Wheredoyouwork?
S3:
IworkinBankofChina.
T:
Wheredoyouwork?
S4:
IworkinDongFangSupermarket.
T:
Wheredoyouwork?
S5:
IworkinYongxinhospital.
T:
Thankyou.IworkinYongxinhospital,too.Yongxinhospitalneedsadoctor.Whatabutyou?
S6:
IworkinBeiXingSupermarket,BeiXingSupermarketneedsaengineer.
T:
Thankyou.Whatabutyou?
S7:
IworkinXingtanSchool.XingtanSchoolneedsanEnglishteacher.
T:
Thankyou.Whatabutyou?
S8:
IworkinXinhuaBookstore.XinhuaBookstoreneedsasalesperson.
教师示范在求职介绍中找到自己需要的人才,并用英语表述。
ZhangYongisahappyman.Helikeshelpingthesick(病人)people.Helikeswhite.
Hewantstobeadoctor.SoIchooseZhangYong.Becausehewantstobeadoctor,andYongxinhospitalneedsadoctor.
Nowyoucanstandupandlookforthepersonnelforyourcompany.OK?
Ss:
OK!
T:
OK!
Let’sgo!
学生在教室内寻找、阅读求职信息,并寻找自己所在公司需要的人才。
试着用英语表述聘用原因。
教师巡视指导。
T:
Wheredoyouwork?
S1:
IworkinXinhuaBookstore.
T:
AndXinhuaBookstoreneedsasalesperson?
S1:
Yes.
个人求职例:
WangLanhasanicefamily.Shelikesreadingandwritingverymuch.Sheliketogohomebybike.shewantstobeawriter.
教师示范介绍自己的聘任理由:
IworkinYongxinhospital.IchooseZhangYong.BecauseYongxinhospitalneedsadoctor.AndZhangYongwantstobeadoctor.
Canyoutellme?
Whataboutyou?
S1:
IworkinXinhuaBookstore.IchooseZhangHua.BecauseXinhuaBookstoreneedsasalesperson.AndZhangHuawantstobeasalesperson.
让其他学生介绍自己的聘任理由。
在小组内介绍。
(设计思路:
设置扩展活动,让学生在真实自然的任务型活动中扩展运用阅读信息。
)
T:
Boysandgirls,toady,it’sverydifficulttofindanicejob.Sowemustworkhard,andmakeanewday.OK?
Ss:
OK!
(Classisover!
)
教后反思:
一、反思教材的处理
按课本原文处理,还是选取自己所需?
《英语课程标准》指出,教师可以根据实际情况对教材进行处理。
本课是阅读课,原文的阅读量不是很大,只有三个大体相同的小片段。
在处理教材时,为了增加学生的阅读量,进一步提高学生获取信息和处理信息的能力,我加大了阅读量。
在目标的确立上,有点偏离本课时的重点,但是我认为教师在教材的处理上有很大的空间,为了让自己的处理更别具一格,从新的角度处理教材,在阅读完课文后,我没有按教材中的设计去处理Tasktime,访问同伴的父母,而是设计了一个招聘会的现场。
在务实的基础上创新,在学生有生活经验基础上,选用和开发教材,设计相应的教学活动。
)
二、反思阅读教学
《英语课程标准》明确规定,基础教育阶段英语课程的任务是激发学生学习学习珠兴趣,使学