Unit 4 I have a pen pal PB Read and write 教案

Unit4 B Read and write 教案
教 材：人教PEP小学英语六年级上册P42
单元主题：I have a pen pal
课 型：读写课
一、新授内容分析?
本课主要话题是通知公告。通过有效引导，使学生能了解公告包含的几个要素，并能摘抄出相关重点句型，仿照范例个性化地编写自己的交友公告或社团广告。
二、教学流程说明?
1. 指导学生合作交流预习成果，检测朗读和相关任务完成情况，为进入课堂做好准备。
2. 层层渐进式引导，使学生了解公告书写结构格式，为进一步分析文本打下基础。
3. 帮助学生搭建语言，为进一步撰写公告打下基础。
4. 引导学生自由撰写公告，培养学生语言综合应用能力和敢于创新的思维。
三、教学过程
Step1: Greeting and checking (导入检测)
Activity1: Guessing game
T: Good morning, everyone.
Ss: Good morning, Ivy.
T: Well, do you want to know about me?
Ss: Of course.
T: OK, you can guess my personal information according to the numbers and words.
S1: 3 — … your child is 3 years old.
T: Oh, thanks for your answer. In fact, my daughter is nearly 3 years old.
S2: There are 3 people in your family.
T: Yes, you are right.
S3: 1 — ... you are a good English teacher.
T: Thank you! But not correct, 1 means first. This is my first time to come to Zhuhai.
S4: 201 is your classroom’s name?
T: Very good guessing. But not correct. I have 201 students, I love them so much.
S5: English — … You can speak good English.
T: Thanks a lot. You are right. My hobby is English. I usually join English corner. How did I know it? （停顿片刻）
Because of the notice in WeChat. Is it fun?
Ss: Yes!
T: Do you want to join it?
Ss: Yes, we do.
T: OK, I will create an English corner in Ronghong School. So I should write a ...
Ss: Notice!
T: And I should put it on the …
Ss: Notice board!
T: Pretty good. Today let’s learn about notice together. (分别在黑板上贴单词磁条notice, board)
【课堂说明：课堂气氛活跃，学生对老师抛出的数字和单词非常感兴趣，无论学生的表达是否正确，都在实现着老师的目标：口语操练】
Activity2: Checking
T: Well, you have learned the four notices by yourselves yet, right? Now work in your group, read and discuss. If you have problems, raise your hands, I will help you. Are you clear?
Ss: Clear!
T: Take your time, go!
(2分钟后)
T: Now it’s show time, which group would like to have a try?
Group1: We try.
T: Please.
（学生朗读完毕）
T: Very good reading. Big hands for them. (师生鼓掌鼓励)
Everyone, pay attention to these words, follow me. (学生跟读单词完毕)
T: Other groups? Show your reading please.
Group2: We try.
T: Go ahead.
(学生跟读完毕)
T: Thank you very much. I do like your pronunciation. Big hands for you. (师生掌声鼓励)
T: Well, if you want to read the passages very well. Pay attention to the stress. Look at me, weak tone(教师出示一个拳头)，strong tone（教师同时出示两个拳头以手势引导学生理解重读和弱读的区别）
T: All right, listen to me carefully. We can share. (老师边读边用手势强调重读和弱读) Would you like to have a try?
S: Yes!
T: Begin!
S: Let’s read together.
Science club, your club.
Shall we dance? (学生边读，老师边做手势引导学生)
T: Great! Let’s read the four notices together, ready go!
(学生朗读完毕)
【课堂说明：检测朗读，根据每一组学生的朗读情况，老师先讲解重难点单词的发音，再示范重读和弱读的句型，最后带着学生通读全篇，帮助学生扫清语言障碍，为文本学习打下基础】
T: Good job. Next, I will check your exercises, have a try!
Pair1
SA: Who write the notice?
SB: Amy, John, Mike and Robin.
T: Excellent! They are Amy, John, Mike and Robin.
(教师在白板上划出答案，引导学生根据联系方式找出公告作者)
T: The second one? You try.
Pair2
SA: What do they want to do?
SB: They want to make friends.
T: Very good answer! Do you have any other opinions?
Ss: I think ... They want to share hobbies.
T: Good job. They write notices for making friends and sharing hobbies.
(教师在白板上划出正确答案)
T: OK, next one. Which pair?
Pair3
SA: What are their hobbies?
SB: Amy likes dancing. John likes playing football. Mike likes reading books. Robin likes making robots.
T: Wonderful! We can also say Robin likes science, right?
S: Yes!
【课堂说明：通过检测预习任务完成情况，指导学生学会泛读和掌握获取关键信息的方法，最后带着问题进入新授学习中】
Step2: Presentation＆Practice【释疑指导环节】
Activity1: Let’s read
T: Well, the last question: Can you find out the same parts?
S1: They both have E-mail and telephone number.
(此处学生的表达略有问题，但老师并不刻意纠正)
T: I agree with you. They all have E-mail and telephone number. We call them contact ways. (老师微微强调了all，暗示学生此处用all是正确的语法)
S2: They have ... name.
T: Great! They all have title.
T: So a notice should have contact. (黑板上最下方贴出contact) And the contact may be phone number ...
(教师边说变出示词卡，试图引导学生说)
S: E-mail, QQ...
T: Yes, QQ number. And...?
S: ... (学生看到微信图片突然沉默)
T: WeChat. You can read after me: WeChat
S: WeChat
T: And ...(贴出二维码词条) QR code
S: QR code
T: Are you clear? And a notice should have a title. Let’s read together, title
S: Title (贴出title词条)
T: Read the four titles, OK?
(学生边朗读，教师边将词条：Let’s ... /... club /Shall we ...? /...!!! 贴在title后面，为下一步学生取题做好铺垫)
【课堂说明：课堂气氛活跃，学生在老师的引导下，不但了解了公告最基本的要素：联系方式和标题，还进一步了解了联系方式的多种类型和题目的多种风格】
Activity2: Let’s think
T: Well, let’s look at this notice. (白板出示第二篇公告Goal! Goal! Goal!)
What’s the contact?
S1: The contact is E-mail.
T: Pretty good. Can you read it?
S1: John@pep.com.cn
T: What’s the title?
S2: The title is Goal! Goal! Goal!
T: Great! What does it mean? (手指标题) Look at the picture.
Ss: The ball is flying in the net!
T: Yes, the ball is kicked into the goal. The moment is so exciting. Let’s feel this moment, and read it like this: Goal! Goal! Goal!
Ss: Goal! Goal! Goal!
T: Wow, so exciting. Now, raise your hands, we are football fans. Goal! Goal! Goal!
Ss: Goal! Goal! Goal!
（教师通过演绎法，引导学生通过朗读题目，感知题目具有的吸引力）
T: Great! Would you like to give it other titles?
S1: Shall we play football?
T: Wow, cool! I like this title, it’s very attractive! (将attractive词条贴到title一栏里)
S2: Let’s play football！
T: Good title! I do like this one.
S3: Football club.
T: Excellent! It’s very simple! (将simple词条贴到title一栏里)
You are so smart！So we know a good title for a notice should be …
Ss: simple and attractive.
（教师通过让学生自由取题，引导学生感知公告题目须简明和具有吸引性）
【课堂说明：老师运用深厚的语言功底，层层引导学生进一步了解标题的风格和特点，在细节中培养学生的语言思维能力。始终让学生表达语言，此环节学生学习语言的兴趣高涨】
Activity3: Let’s summarize
T: OK, let’s go on to read it. Read this part and think about three questions: What is this notice about? When do they play football? Where do they play football? Read and discuss.
S1: The notice is about play football.
T: Right, what. (大屏幕football上方出示what)
S2: They play football on Sundays.
T: Good, when. (大屏幕Sundays上方出示when)
S3: They play football on the playground.
T: Well done, where. (大屏幕playground上方出示where)
This part is ...(圈出公告内容)
Ss: 内容！
T: Yes! Content!
Ss: Content!
T: Look here, what belongs to content.
Ss: When belongs to content, where belongs to content.（教师利用白板拖拉拽功能，边引导学生说，边将what where when拖入content所在形状里，引导学生了解内容的三要素）
T: Now, look at the blackboard. A notice should have ... (指着词条引导学生说)
Ss: Title, contact and content.
T: And the content has ...(将what where when分别贴在content一栏)
Ss: What where and when.
【课堂说明：老师通过学习一篇公告提出任务，引导学生进一步分析文本，了解公告内容这部分的三要素，培养学生的阅读方法，为进一步完成表格打下基础】
Activity4: Let’s finish the table
T: You are so smart. Now let’s read the rest notices, try to finish the table. (拿出表格纸示意)
（学生利用划出关键词的方法分析文本，完成表格。教师在学生中间进行指导）S1: What ... It’s about dance.
T: You are right. And when?
S1: ... I don’t know.
T: You don’t know or it doesn’t tell us?
S1: It doesn’t tell us.
T: You can guess, maybe ...
S1: Maybe on Mondays.
T: Very good time!
S1: Where ... maybe in the classroom.
T: Great! And ...?
S2: At my home.
T: I like home, too. It’s comfortable.
【课堂说明：通过学习一篇公告，指导学生运用分析文本的方法自主学习其它三篇。其中第三篇和第四篇公告没有告知地点或时间，这里只截取一篇的详细记录展示教师如何引导孩子们利用maybe句型来进行文本内容猜测，进一步培养孩子的语言思维和表达，教师和学生语言的碰撞也正是本节课的精彩所在】Activity5: Let’s learn（句型搭建）
T: Well, if you write your own notice, which sentences may help you? You can underline them and tell us.
S1: There is a dance class at 1 p.m. on Sundays.
T: Good sentence. (将词条there is ...贴在黑板上)
S2: What do you do on ...?
T: I will use it too. (将词条What do you do …? 贴黑板)
【课堂说明：教师借此机会将可以通用的句型Shall we ...? Join in our ... Come to the ... There is a ... Do you want ..? Do you like ...?贴在黑板上进一步帮助学生搭建语言框架】
Step3: Writing a notice【拓展操练环节】
T: It’s time to write our notice, work in your group, discuss and write. OK?
Ss: OK!
T: Before your write, please read the writing instruction. And I can help you.
(学生自由撰写，教师就句型和表达进行指导，就小组如何展示进行示范)
课后反思：
本节课我采用任务驱动式，以问题为任务和途径，使学生在我的层层引导和帮助下，以2-4人小组合作形式完成学习目标和任务，即通过合作学习，按照范例个性化撰写公告或团体海报，最后学生呈现的效果非常好。本课教学的高效性体现在学生课前先学的自主性、合作学习的发展性以及语言运用的创新性。本课的亮点体现在核心素养的落实贯穿整堂课，无一不在细节中流露、点滴中渗透。
这节课也有它的遗憾和欠缺，关于文本教学，第一篇和第二篇缺少对比，如果经过对比引导学生能够总结出交友类和分享爱好类，对他们的进一步个性化创作会更有帮助。
关于合作学习，还可以根据爱好或者其它分组方法将原有小组打破，临时组建新的小组，使学生通过大范围“人人合作”强化合作思想，分享更多的语言学习。