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引用 PEP Book(Ⅶ) Unit4 B Let’s read(参赛选手案例)  

2009-10-20 13:59:27|  分类: 教学案例 |  标签: |举报 |字号 订阅

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引用

LilyPEP Book(Ⅶ) Unit4 B Let’s read(参赛选手案例)

                                                             My new friend

                                                                 沂南三小:龙宝乾

 

一、教学目标:

◆知识目标:能够听、说、认读句子:They are very different.

◆能力目标:培养学生自主阅读、获取文本信息及综合运用语言的能力。

 ◆情感目标:培养学生建立互助、互学、互乐、互玩的友谊情感。

二、教学重、难点:

◆重点:理解阅读Let’s read中的语篇

◆难点:如何正确表达他人信息及正确运用动词第三人称单数,以及对友谊的理解。

三、教具

 卡纸、 彩笔、 图画、课件

四、教学过程

Teaching design

Step 1 Preparation

1.      Warm up

1)            Ss hold out hands together in each group and say loudly

 “ We are friends!”

2)   Play a game “ Concentration ! one, two!”

〔做游戏,激发学生学习热情,活跃课堂气氛,为本课话题作铺垫 〕

2. Free talk

T: I’m new here, I’m excited, very excited. Let’s be good friends, Ok?

Ss: Ok!

T: What does he like?\How does she go to school?\Does he… everyday?

〔设计意图:师生交流热身,话题及语言提前渗透〕

Step2 Pre-reading

  Teach:  twins   same   different

T: Now, you have many friends, I have a good friend too.

T: Now, Look ! Who is he?

Ss: It’s you.

T: No! No! He’s my twin brother. We are twins.

T:Look at me, Am I handsome?  Is he handsome too,?

Ss: Yes,

T: Thank you, I think I am handsome today.

 We look the same,

〔设计意图:创设趣味情景,师通过展示一个自己哥哥的卡通漫画形象,突破障碍教授twins,并通过相貌、职业等比较引出same和different,并通过小Chant进行趣味操练, 扫除阅读障碍〕

Step 3 In-reading

T: This is my friend, here comes another friend liu Yun. Let’s watch and listen. (课件出示刘云)

T: Do you want to know her friend?

Ss: Yes.

(一)           General reading

Read and circle.

T: please read it quickly and circle Liu Yun’s new friend and her family members.

T: Check the answers and designs the board.(黑板出示四位人物像)

〔设计意图:阅读策略指导,快速默读以圈的形式抓住文中主要人物〕

     (二) Detailed reading

1. Read and underline

Read paragraph 1and 2,then find the difference between father and mother (指导学生阅读策略,划线形式)

T checks Ss’ task and designs the board with Ss together.

  2. Read and finish the chart

Read paragraph3,find the difference between Alice and Ann and finish the chart.(指导学生找关键信息,填表格)

  T checks their understandings and designs the board with Ss together.

3. Read and answer

Read the text carefully and answer the following questions in groups.

(处理文本中问题,学生获取细节信息,落实学生写的训练)

4. Listen and repeat听音正音

5. Read aloud. 培养朗读能力增强语感

〔设计意图:设置由易到难的任务,进行阅读策略指导,进一步引发学生的深度思维,培养学生获取信息?处理信息的能力〕

Step 4 Post reading

1.      Retell

 T: Now,class, let’s recall something about Alice and her family. First let’s say together.

Then you can choose any one of them to retell.

(设计意图: 以复述的形式让学生加深对文本的理解,整体复述和个体复述结合)

2.Write an email

〔设计意图:让学生在真实自然的任务型活动中扩展运用阅读信息,鼓励学生发挥创新,综合运用语言能力〕

Step 5 Progress

1. Watch and think : what can we do for friends?(课件呈现)

〔课外延伸,培养学生思维及情感态度的表达,对友谊的理解〕

2. Chant.  (课件呈现)

We  are  friends,

 Friends, friends,  friends!

     We help each other,

     Help each other!

 Remember!  Remember!

 Friendship  forever! Forever!

(设计意图:总结话题主题,回应热身时主题“We are friends”, 起首尾呼应的效果)

                     

 

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