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英语人教版四年级上册B let'sread 英语 人教版 四年级 上册 let sread

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Unit3 What are you going to do ?B Lets read 　　 一、教学目标设计　　 1、教材地位与作用 本节内容属于阅读教学，是与本单元话题“What are you going to do?”有关联的趣味语篇，并适当扩展语言，增大语言输入量。通过学习，尽可能的让学生去发现问题，解决问题；鼓励学生根据上下文及已有的学习经验去猜读音和词义；利用多种有效的阅读形式，培养并提高学生的阅读能力。 2、教学内容与学情分析： 本节课是一节阅读教学,主要教授Let’s read部分。根据教材编排，这是在A部分的基础上又增加的信息量。针对六年级的学生有了一定的阅读能力，在教学过程中以学生熟悉的歌曲等导入新课学习，设计一些符合学生生活体验的任务型活动，引导学生感知、体验、参与和探究，让学生都有学习语言、运用语言的机会，既能巩固和加强学生在教材中所学的知识与技能，拓展学生视野，引导学生创新和实践。 3、教学目标 本课是阅读课。《英语课程标准》明确指出要使学生有能力获取文章里的信息，发展学生综合运用语言的能力。因此，我确定本课的教学目的是发展学生智力，培养学生阅读能力，促进学生的全面发展。在课堂教学中坚持“面向全体学生”的原则，引导学生进行合作学习和探究学习，真正培养学生的阅读理解能力。 鉴于以上认识及对教材的认真分析,针对学生实际，我将本课教学的三维目标，重、难点确定如下； 1．知识目标 能听、说、认读“Let’s read”部分的内容，并回答文后问题。 2．技能目标: 学会阅读短文，并从中获取信息，同时能谈论自己的理想。 3．情感目标： (1)、进一步提高学生对英语的学习热情及学习兴趣。 (2)、鼓励学生积极主动参与课堂活动，大胆开口。 4、教学重难点 听、说、认读Let’s read部分的对话。 二、教学模式设计　　 （一）教法学法　　 整堂课紧紧围绕“学生为主体，教师为主导”的教学思想，采取了自主阅读教学法，辅助小组合作及任务教学法。让学生通过听、读、说、写、玩等活动，在解决各个任务的过程中理解课文，从而形成有效的阅读，激发学生的阅读兴趣，提高学生的阅读能力和理解能力。 （二）教学过程　　 I、Warm-up: Watch the video and say the chant together.(设计意图：To create the atmosphere of English learning and get ready for the new teaching.) II、Revision: Free talk. T: What are you going to do this weekend? S:…… III、Presentation 1.Teacher show a picture of Sarah and say: What is Sarah going to do? Do you know? 2．T operates the courseware to show”Flash”,let the ss look and listen twice. Then listen to the dialogue once. 3. T ask: What is Sarah going to do on the weekend? Let’s read the dialog between Sarah and Chen Jie.(Look at CAI) 设计意图：(The overall perception of new language material) 3. Turn to page 33, Read the dialogue silently and circle the words if you don’t know. 4.Teacher explaint the words or phrases . 5.Read the dialogue, then judge if the sentences are proper according to the dialogue. (1).Sarah is going to plant trees in spring( ). (2). Sarah is going to buy some plants in the bookstore.( ) (3).Sarah is going to buy some plants.( ) (4)Chen Jie is going to be a science teacher in the future.( ) 设计意图：Find out the main meaning of the dialogue initially by the first silently reading. 6. Distinguish the meaning of the word “plant” in the following expressions. (show the courseware) plants, plant shop, plant trees 设计意图：Create the proper scenes to elicit the new expressions. 5．Read the first part of the dialogue with partner and discuss the questions: (1). What is Sarah going to do on the weekend? (2). What does she need? (3). Where is she going to buy the plants? 设计意图：Design effective questions to help Ss understand the dialog correctly by reading in parts. 6.Read the second part in the groups of four and discuss the questions: (4) What else does she need? (5) Where is she going? (6) What does Sarah want to be in the future? 7.Read the whole dialogue in parts, then finish the passage according to the dialogue.(T operates the courseware) 设计意图：Give Ss enough time to familiar with the dialogue, then they will be able to read it loudly. 8.Check up the exercises. IV、Practice: 1.Watch the video of the dialogue. 2. listen and repeat. 3.Prepare for a while, then play a game. 4. Put the sentences in order. 设计意图：Try to read the dialogue fluently and remember it. V、Consolidation: 1.Finish the exercises on page 33, then check up. 2.Read a new passage and then finish the exercises. 设计意图： Extension and improving their reading abilities. VI、Ending 1.Summary :What did we learn in this class ? （出示阅读方法） 2.homework: 1).Listen to the tape and read the dialogue fluently. 2).read the other passage.　 VII、Blackdoard design Unit 3 What Are You Going to Do? Let’s read (B) need What else? plants What are you going to do ____________? plant shop I’m going to be a / an ____________. plant trees I want to be a / an _____________.

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