pal教学设计.doc

I have a pen pal教学设计教学内容：PEP小学六年级上册48页Unit4 Lets read学生分析:六年级学生求知欲强，学习主动性较高，喜欢形式多样的学习活动，并且热衷于竞争，挑战。同时他们已经掌握了一定的语言知识，能较好地开展语言交际活动，一定的语言知识基础也为他们的阅读提供了保障，但学生还没有形成大胆开口说英语和与别人交流信息的习惯。教材分析:通过思考，本人把今天的阅读分成两个大片段进行Jigsaw 交流，这个单元里主要谈论个人的爱好,使学生掌握一些爱好英语表达并就此展开相关的讨论。本课时是A部分第三课时Lets read,学生已经掌握了一些新的关于爱好的词语,并且能够运用句型What is he/she?/What ishobby? He She likes开展交际活动. 本课时进一步巩固句型What ishobby? He She likes理解Lets read两封邮件Alice的sister 以及Liu Yun一家三口的工作和爱好等。进一步来讨论家庭成员的爱好。教学目标：（1） 知识目标：能够了解英语书信的基本格式。通过完成相关的阅读任务，能够理解Lets read中的两封电子邮件。学生能运用所学的句型对爱好相关内容作进一步的讨论，交流和学习。（2）能力目标： 激发学生主动学习的兴趣，提高学生通过交流学习的能力，用英语询问对方信息来完成任务，并培养学生的合作精神。 引导学生通过提问，思考，小组合作，提高学生阅读的能力。（3）情感目标：激发学生阅读的兴趣，培养学生良好的阅读习惯。 鼓励学生发展广泛的兴趣与爱好，培养学生乐于与人交往的性格。教学重点： 本课时的教学重点是理解Lets read两邮件;巩固句型：What is hobby? He/She likes教学难点：本课时的教学难点是理解,认读句子 “ My twin sister Ann likes drawing pictures and making kites. We look the same, but we dont like the same things .学习策略：传统的阅读教学模式难于吸引学生爱上阅读，而传统模式更难让学生对阅读文段理解得透彻。Jigsawreading就是把Jigsaw的理念和做法与英语阅读相结合的一种教学方法。它的操作方法是：把用以阅读的语篇材料分解成若干个零散的片段，随机将这些片段分发给学生，让学生阅读片段并加以推理分析，然后与他人进行沟通询问，形成小组进行讨论，从而对信息进行符合逻辑的整合,把文章复原完整。最后进一步加深对于语篇的理解。与传统教学方法相比,它更重视学生与学生、学生与教学材料之间的互动,将学习内容与学习过程有机地结合起来.学生更多地依赖互助而不是教师完成学习任务,而教师则在其中扮演指导者、合作者、推动者的角色.互补式阅读有利于提高学生的认知、情感、社会化及学习动机水平,其已证明是英语教学的有效手段之一.。教学准备：教学多媒体课件，课文录音带，教学图片，阅读材以及练习材料，板书卡纸教学过程：一.Warm up and Sharp eyes(R, A)T: There are so many hobbies here. I like. What is your hobby?Ss: I likeT: Me too. There is a_ show on Saturday, Lets go together.设计意图：通过Sharp eyes reading复习有关兴趣爱好的词组，为后面的学习和写作作准备，并分Jigsaw Reading的 两大expert group并竞赛，二Lead in; 1.T: You are very good at sight reading words. Are you good at listening too?Now Lets listen a song. Before we listen the song, I have two questions for you : 1.What does “pen pal” mean？2.What is my pen pals hobby? Now lets enjoy the song.2.listen to the song “My pen pal” and answer the questions What does “pen pal” mean?. Whats my pen pals hobby? 根据歌曲解析笔友的定义并结合图片回答 He likes collecting stamps and skating .设计意图：巧用教材，用歌曲作为听力材料，在阅读前把pen pal在此里解决。通过歌引出新内容, 并让学生有任务地学习。T: Do you have a pen pal? Do you want to have a pen pal ?T: Liu Yun and Alice are pen pals. They write e-mails to each other .Do you want to make pen pals with them?Ss：Yes.T: Lets read their e-mails.T: Now, please take out your exercise papers. Who writes thisemail? What about that email? T: Team 1 and Team 3 you are going to read Alices email. Team 2and Team 4 you going to read Liu Yuns email.老师在一开始分2大组的基础上再命名为 Group Alice and Group Liu YunT:同学们，我们这节课是一种交流互动课，每位同学都必须认真地完成你理解手中的邮件的基础上才能在后面的活动中才能担当小老师，把自己手上的信息传递给别人。这节课，每位同学都必须要和自己四人小组内的队员完成理解自己组的阅读材料，再向新搭档传递本组阅读材料的信息。设计意图：让学生明白今天的内容是分成两大部分，师用课件呈现两邮件让学生自己先发现这邮件是谁写的，让学生对这邮件的收信人和写信人有初步的认识。并分布好两大组读不同材料。老师强调学生在阅读前的任务使学生有任务感地学习三Presentation1.进入第一次阅读：T: How many people are there in the e-mail? Please read and circle them, then write down on the form.Ss: There are _people in the email.(老师展示幻灯片出示Alice 和Liu Yun和她们的黑影，检测学生快速阅读的效果，并刺激学生对阅读深一层理解的求知欲)。2.进入第二次阅读：T: Lets read carefully and get more information.Who is in your email? Where is she from? What is she from？What is her hobby?Read second time very carefully（Fill in form）Whos in the email?Where is she from?Whats she/he?Whats her/his hobby?设计意图：让学生通过仔细阅读文本，找出相应的信息， 帮助其理解文章的主要意思。3.进入第三次阅读：T: Read the third time loudly and circle the words you dont know. Then , discuss in group of four. If you dont know ,write down on the black board . _ （先让学生四人小组内解决，还有不会的举手等老师叫到，然后在黑板上的Word Box里面写，老师先请基础好的学生进行讲解，然后老师再总结，让学生有自己能当小老师的感觉，培养生生互助的活动模式）四.Jigsaw交流活动；1.第一次Jigsaw交流活动T: Retell the story about Liu Yun or Alice in group of 4. You can use your form.The active student speak first, Then one by one ,everyone must say something. The sentences may help you:Liu Yun/ Alice is from She is a . She likes .Her sister/ father is a She likes （说的顺序:老师先说清楚，请让能力强的同学先说，再一个接一个，每位同学都要说， 自信的同学可以不看表格说， 还是不太理解的同学就对照刚才的表格对email进行复述，再最后让他们将觉得最好的复述一遍，统一答案。） 2.第二次跨组找新伙伴，进行jigsaw交流活动。T: Now ,its time to change information.Who are in his e-mail?Where are they from？What is he/ she?Lets change your seat and exchange the information about Liu Yun or Alice. Ask your new partner and fill in the form.Team2 students ask first.Only English, No Chinese.记录完，再由Alice 组的同学用同样表格的句子问Liu Yun组的同学。Whos in the email ?Where is she from?Whats she/he?Whats her/ hobby?设计意图：通过分2部分学习，用Jigsaw活动，每个学生都有任务，都要用英语交流，创造出信息沟， 同时也提高学生的口语能力。）3.Jigsaw Reading后的归纳活动获取信息后，走回自己的座位与同四人小组讲自己得到的信息Talk about Liu Yun or Alice.(因为这里是作为一个获得信息的检测和反馈。)用第一次小组交流的顺序先让学生汇报一下后来获得信息的情况；拿起笔读整篇课文，标出不会的词，再听录音，再让学生自己质疑。 学生提出不懂或不会读的词句。老师最后提出本课难点句子。T: 1. We look the same ,but we dont like the same things. 2. Tell me something about you .五Writing 1.纳总结书信的格式T: You want to make pen pal with Alice or Liu Yun or Ann. But do you know how to write emails? Lets have a look at Chinese emails and English emails What are the differences?设计意图：先用中英邮件的对比，突出英语邮件的特点，再用投影讲解收信人和写信人的方式，结尾。2.进入写作文 T: Now you are going to write an email to Liu Yun or Alice or Ann. Tell them something about you. Who are you ?How do you go to school? What is your hobby? What is your father ? How does he go to school? What is his hobby?To: _From_Dear_._Yours _老师用投影仪把一两位的同学作文一齐修改，再请同学在四人小组内分享作品。六.Moral Education 教师出示图片，并写着Make more good friends ,you will feel very happy.七 Sum up T: Today we learn how to write email.八Homework： 1. Send your email to Angel126.c